MOSCOW STATE UNIVERSITY OF COMMERCE
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DEPARTMENT OF MANAGEMENT

COURSE WORK ON THE DISCIPLINE

"TRADE ENTERPRISE MANAGEMENT"

"PECULIARITIES OF PROMOTION OF EDUCATIONAL SERVICES"

Performer: 5th year student of the Faculty of Management, group M-51

Tashchiyan A.P.

Abstract checked: "____" __________________ 2001

Reviewer _____________________ prof. Litvinyuk A.A.

Grade "______________"

MOSCOW, 2001

INTRODUCTION 3
1. The concept of educational service. 3
2. Classification educational services. 12
3. Features of the promotion of educational services. 18
CONCLUSION 29
REFERENCES 30
APPENDICES 32

INTRODUCTION

Development market relations In Russia, it was due to the fact that education turned from a free privilege paid for by the state into a commodity, or rather a service of an intangible nature. In a fairly short period of time, a market of educational services has developed in Russia, the supply of which has made a tremendous leap over the past 5-7 years. In many cases, supply even exceeds demand.
At the same time, if marketing tools have been used for quite a long time in business, economics, and advertising, then education and commerce have recently been perceived by public opinion as antagonistic concepts. Therefore, in the field of education, marketing and market management tools are used insufficiently. However, the problem of the relevance of marketing in the field of education is of great interest. Real life practice, the experience of thriving educational institutions clearly demonstrate that a reliable guarantee of the successful operation of an educational institution in a market environment is the use of a marketing approach in managing its activities, in particular, sales and promotion of services.

Given the relevance of this problem, in my work I tried to consider the essence of the concept of "educational service", its specific features, differences from other types of services, classification, as well as features of promoting educational services on the market, paying special attention to advertising.

The concept of educational service.

Before defining the term "educational service", let us briefly outline the essence of the concepts "service" and "education".

F. Kotler offers the following definition: “A service is any event or benefit that one party can offer to another and which is basically intangible and does not lead to taking possession of anything.” According to classical marketing theory, services have a number of specific characteristics that distinguish them from goods and which must be taken into account when developing marketing programs. These characteristics are as follows:

V Intangibility. Services cannot be seen, tasted, heard or smelled until the moment of purchase.

V Inseparable from the source. The service is inseparable from its source, its implementation is possible only in the presence of the manufacturer.

V Inconstancy of quality. The quality of services varies widely depending on their producers, as well as on the time and place of their provision.

V Perishability. The service cannot be stored for later sale or use.

As defined by the 20th session of the General Conference
According to UNESCO, education is understood as the process and result of improving the abilities and behavior of an individual, in which it reaches social maturity and individual growth. In law Russian Federation“On Education” gives the following definition of education - “a purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state” .

At the same time, education as an industry is “a set of institutions, organizations and enterprises that carry out mainly educational activities aimed at meeting the diverse needs of the population in educational services, at reproducing and developing the human resources potential of society.” The main goal of education as a pedagogical process, its mission is to increase the value of a person as a person, worker, citizen.

The main activity of educational institutions is the creation of educational services. What is behind the term
"educational service"? How is it different from other types of services?

An analysis of domestic literature and periodicals showed that among researchers studying this problem, there is no consensus on what should be considered an educational service. In this regard, I will try to highlight only the main approaches.

The most common of them understands educational services as "a system of knowledge, information, skills and abilities that are used to meet the many-sided needs of a person, society and the state" .

According to another approach, the service of education in the process of consumption is transformed into a labor force, the quality of which depends not only on the totality of educational services consumed, but also on the quantity and quality of personal labor expended in the process of consuming these services, personal abilities, the degree of their implementation and other subjective factors. .
Therefore, within the framework of this approach, it is necessary to distinguish the totality of knowledge, skills, which is the product of the joint work of the teacher and the student, from the educational services consumed by the student, which are the product of the work of teachers. Thus, "it is educational services (i.e., the totality of teachers' work), and not knowledge, skills, as is often stated in the literature, that can be considered as a commodity product of an educational institution" .

Saginova A.V., who, referring to the definition of a product in marketing theory (everything that can satisfy a need and is offered to the market for the purpose of acquiring, consuming, using or attracting attention), specifies the above position even more specifically, calls an educational program the product of any educational institution , which is developed by the university in order to satisfy the need for education, training, education or retraining, i.e. achieving a certain social effect (change in educational or professional level). The author explains his opinion as follows: “A university that does not have information technology specialists and equipped computer classes cannot offer educational programs in this area. However, even with these resources, the university does not offer its clients disparate lectures or practical lessons, but enters the market with an educational program in this specialty, including a certain content, organization of the educational process, a system for managing this process and a system for its methodological, material and personnel support.

Thus, we can conclude that an educational program is a set of educational services aimed at changing the educational level or professional training of the consumer and provided with the appropriate resources of an educational organization.

The position of Skripak E.I. is interesting and relevant, who believes that
"the economic category "educational services", which includes the condition, desire, basis and responsibility for their production and consumption economic entities(households, firms, state) is replaced by a narrower concept of "paid educational services" .
He explains this position by the specifics of modern Russian conditions: lack of formed full-fledged subjects of investment in human capital, mechanisms for implementing economic responsibility for its formation and accumulation, reduction of budget expenditures on education without revising the social obligations of the state, lack of a full-fledged financial market and lending mechanisms, etc.

Let us consider the specifics of educational services, which is manifested both in the traditional (listed earlier) characteristics of services and in the features inherent only in educational services.

Let us first consider how the features of services as such are manifested in education. Since services are not material and tangible, marketing recommends that sellers formalize the most significant service parameters for the buyer and present them as clearly as possible. In education, these goals are served by: educational standards, curricula and programs, information about the methods, forms and conditions of training, certificates, licenses, diplomas.

The property of inseparability from the source in relation to an educational service means that as a result of the sale and purchase of such a service, the seller loses ownership of his specific product, but the buyer does not acquire such a right: “this product itself“ disappears ”, since it is consumed at the same moment that and produced and transmitted. At the same time, any replacement of a teacher can change the process and result of the provision of educational services, and hence the demand. In addition, the peculiarity of educational services is manifested in the fact that the beginning of their consumption occurs simultaneously with the beginning of their provision.

The volatility of quality in relation to educational services, in addition to being inseparable from the performer and the impossibility of establishing strict standards for the process and result of the provision of services, has another reason -
"variability of 'source material'".

The property of non-persistence of educational services manifests itself in two ways. On the one hand, “it is impossible to procure services in full in advance and store them as a material commodity in anticipation of an increase in demand”, i.e. educational services (as well as any other intangible benefits) cannot be accumulated by either the seller (teacher) or the consumer
(student) cannot be resold to them. At the same time, this feature of educational services looks “softened”, since some educational information can be partially prepared and recorded on tangible media (for example, books, cassettes). Another side of the perishability of educational services is the natural for a person forgetting the information received, as well as the obsolescence of knowledge, which leads to scientific, technical and social progress.

Now let's analyze the distinctive features of educational services that are unique to them.

1. The specificity of educational services lies in the fact that, according to many researchers, they belong to the category of "public goods
(goods)". Recall that public goods are goods, works and services designed to satisfy collective needs that cannot be measured in monetary terms and which, therefore, the market cannot provide. Provision of public goods, and, consequently, payment and responsibility the state assumes responsibility for their production, but most experts classify these services as
"quasi-public good". For example, S. Fischer emphasizes that the state's concern for the consumption of essential goods does not exclude cooperation with the business sector. J. Stiglitz refers part of the educational services
(primary, secondary education) to public, and the other part (higher, postgraduate, professional) to quasi-public goods [9].

In other words, the product structure of the modern educational system is heterogeneous and includes at least two parts that are unequal in volume:

1) a public good provided by the main part of educational institutions;

2) non-public, individually oriented goods / services, the existence of which is provided for by Art. 45-47 of the Law of the Russian Federation “On Education”.

2. A peculiar feature of educational services is the impossibility of their direct monetary measurement. The price mechanism is often unable to reflect all the costs of producing educational services. If in the material sphere it is relatively easy to measure them quantitatively (in pieces or kilograms, for example) per unit of output, then in relation to educational services this is difficult to implement. The useful result of such a service can manifest itself only after a long time, and it can practically be measured only with the help of indirect indicators.

3. Another distinguishing feature of educational services is the ambiguity of the goals set for the producers of these services. As a rule, the activities of an educational institution are not clearly aimed at achieving profit. Recall that education in the Law “On Education” means “... a purposeful process of upbringing and education in the interests of a person, society, state ...”. But, on the other hand, the above-mentioned interests are connected with the growth of well-being, which involves making a profit necessary to ensure expanded reproduction. Thus, profit is not initially a forbidden guideline for an educational institution, but, of course, it is not limited to it.

4. The peculiarity of educational services is also manifested in the fact that they are usually provided in combination with the creation of spiritual values, the transformation and development of the student's personality. These services ensure the realization of the cognitive interests of students, satisfy the needs of the individual in spiritual and intellectual development, contribute to the creation of conditions for their self-determination and self-realization, participate in the formation, preservation and development of various human abilities for work, in specialization, professionalization and growth of his qualifications. Thus, we can say that educational services are directly involved in the formation of human capital.

5. A. Pankrukhin calls the co-creation of the teacher and the listener the main feature of the provision of educational services. In the field of education, where the personality of the client is being transformed, he, not being a professional, claims the most active role in the production process and the provision of educational services. It is also important that the provision of educational services, which implies a pronounced openness of this area for information, personnel and other exchanges, sets the priority for cooperation and limits the effectiveness of competition between educational service providers.

6. And in conclusion, we mention that educational services, like no other type of activity, are under close public attention and extra-market pressure. This situation is most clearly manifested within the framework of political companies, in which the issue of public education is usually considered as an element of ensuring national security, the prospects for the survival and development of the nation.

In addition, we note a number of specific features of educational services that distinguish them from other types of services:

seasonality;

High cost (educational services have a high use value, because they increase the potential of an individual, a specialist, and in developed markets this is expressed in the recognition of high cost, legitimacy high prices on them);

Relative duration of provision (for example, in our country, obtaining the first higher professional education in various specialties can take from 4 to 6 years);

Delay in revealing effectiveness;

Dependence of results on conditions future work and the life of the learner;

The need for further maintenance of services;

The dependence of the acceptability of services on the place of their provision and the place of residence of potential students;

Impossibility of resale;

The need for licensing (clause 6, article 33 of the Law of the Russian Federation "On Education" reads: "The right to conduct educational activities... arises for an educational institution from the moment a license is issued to it

(permissions)");

Competitive nature (this feature is mainly manifested in most state higher educational institutions);

Relatively young age of consumers of educational services and others.

Educational services, like any product, are sold in the market, which is understood as a set of existing and potential buyers and sellers of goods. The market of educational services, in this case, is a market in which the demand for educational services from the main economic entities interacts.
(individuals, households, enterprises and organizations, the state) and their offer by various educational institutions. In addition to producers and consumers of educational services, market participants in this area include a wide range of intermediaries, including employment services, labor exchanges, registration, licensing and accreditation bodies of educational institutions, educational funds, associations of educational institutions and enterprises, specialized educational centers, etc. All these entities contribute to the effective promotion of educational services on the market and can perform such functions as informing, consulting, participating in the marketing of educational services and resource support for education.

In addition, a distinctive feature of the educational services market lies in the significant role of the state and its governing bodies. In particular, their specific functions in the field of education include:

Creation, support and strengthening of favorable public opinion, positive image of educational institutions;

Guaranteeing the humanism of education, the unity of the federal cultural and educational space, the general accessibility and adaptability of education, its secular nature, freedom and pluralism, the democracy of management and the autonomy of educational institutions;

Financing education and providing guarantees for long-term investments of other entities in this area;

Application tax breaks and other forms of market regulation in order to develop priority specialties, forms and methods of training specialists, education in general;

Licensing and certification of educational institutions and programs for the range and quality of services;

Information support of educational institutions, etc.

2. Classification of educational services.

Due to the lack of a generally accepted classification of educational services in the literature, I will try to identify their main types using the Law of the Russian Federation "On Education" and comments to it.

The above-mentioned Law, as one of the components of the education system, names the educational program, which, as already mentioned in the previous paragraph, according to some researchers, is a complex of educational services that are offered on the market in the form of a specific product.

All educational programs are divided into general educational and professional, each of which, in addition to the main one, may have an additional program.

V general educational programs are aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, creating the basis for a conscious choice and development of professional educational programs and are implemented in preschool educational institutions, educational institutions of primary general, basic general, secondary (complete) general education.

V professional programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications and are implemented in educational institutions of vocational education that have state accreditation.

The study of the entire volume of subjects of the main program is mandatory, and additional programs are created, as a rule, in optional disciplines and reflect the characteristics of a given educational institution or region. In addition, additional educational programs, unlike the main ones, do not have standards. Their task is "to better satisfy the diverse educational needs of society"
.

The first group includes the following types of programs:

preschool education;

Primary general education;

Basic general education;

Secondary (complete) general education.

It is important to note that the Law of the Russian Federation "On Education" indicates the possibility of general educational institutions "under contracts and jointly with enterprises, institutions, organizations to conduct vocational training for students as additional (including paid) educational services if they have an appropriate license (permit) for the specified type of activity” (Article 19).

The second group of educational programs are:

Programs of initial vocational education - are aimed at training skilled workers in the main areas of socially useful activity on the basis of basic general education; most frequently performed vocational schools and professional lyceums;

Secondary vocational education programs are designed to train mid-level specialists, meet the needs of the individual in deepening and expanding education; carried out by technical schools, colleges, technical schools-enterprises;

Programs of higher professional education, the development of which is necessary to perform highly qualified, mainly mental work in various fields. These programs are implemented in higher educational institutions: universities, academies and institutes;

Postgraduate professional education programs provide an opportunity to improve level of education, scientific, pedagogical qualifications after graduation from the university in graduate school, residency and postgraduate studies.

Educational programs can be provided by educational institutions in the following forms:

Part-time (evening),

Correspondence.

A combination of various forms of education is also allowed. It is worth noting that the acquisition of a number of professions and specialties in evening and correspondence forms is not allowed (for example, dentistry, acting, veterinary medicine, fire safety).

In addition to the classification given in the Law of the Russian Federation "On Education", the following types of educational services can be distinguished.

By duration of provision: o long-term (training in general education school, university, etc.); o medium-term (advanced training, retraining of personnel, etc.); o short-term (for example, individual courses, lectures, trainings, briefings).

According to the teaching methods used: o traditional, o problem-based learning programs, o programs based on the analysis of business situations, etc.

By method of payment for services: o paid; o shareware.

In this regard, it is important to note that, according to the Law of the Russian Federation "On Education", educational institutions in terms of their organizational and legal forms can be: o state, o municipal, o non-state: private, institutions of public and religious organizations (associations).

Depending on which of the above types an educational institution belongs to, the scope of providing paid educational services to them is regulated differently. So in Art. 45 says: "State and municipal educational institutions have the right to provide ... paid additional services that are not provided for by the relevant educational programs and state educational standards." The institution determines the types of paid educational services independently, fixing them in its charter. Interestingly, according to the legislation, the income from the specified activities of the state (municipal) educational institution, minus the share of the founder, must be reinvested in it.

The provision of paid educational services by non-state educational institutions is regulated by Art. 46 of the Law of the Russian Federation “On Education”: “a non-state educational institution has the right to charge fees from students ... incl. for education within the limits of state educational standards. Such activity is not considered as entrepreneurial if the income received from it is fully used to reimburse the costs of providing the educational process (including wages), its development and improvement. A non-state educational institution, exercising its right, concludes a written agreement with the student (or his parents), which determines the level of education, terms of study, fee, rights, obligations and responsibilities of the parties, etc.

As mentioned above, both general education and professional programs can be basic and additional.
Let us dwell in more detail on the services of additional education.

In the Comments to the Law of the Russian Federation "On Education" we find the definition of an additional educational service - "activities to provide pedagogical assistance in training and education outside the main educational programs of state educational standards."

According to the Law of the Russian Federation "On Education", additional educational services are implemented in order to fully meet the educational needs of citizens, society, and the state. Within each level of vocational education, the main task of additional education is the continuous improvement of the qualifications of a worker, employee, specialist in connection with the constant improvement of educational standards. Along with an increase in the general cultural level of a citizen, his professional, scientific, pedagogical qualifications, additional education is also possible in specialized areas: economics, law, management, etc.

Additional education is carried out through a number of educational programs that go beyond the main educational programs and state educational standards. Professional development is envisaged within each of the four levels of vocational education. In essence, this is “above basic”, and often postgraduate education.

Services of additional education of various directions can be provided:

> in general educational institutions and educational institutions of vocational education outside the main educational programs that determine their status;

> in educational institutions of additional education:

In institutions of advanced training,

In institutes for the improvement of specialists,

In centers of excellence,

in courses of various kinds,

at vocational guidance centers

In music and art schools, art schools, children's art houses,

In other institutions that have the appropriate licenses;

> through individual pedagogical activity.

It is also important to note that the system of additional

vocational education is seen as part of the adult education system. The main feature of this system is determined by the fact that its contingent is made up of adults who, as a rule, combine study with work and have a general or higher education. In this regard, the educational process in the field of additional education has a number of distinctive features. These include: the need for justification
(meaning), awareness of the urgent need for learning, practical orientation, the need for independence, the use of life experience, etc.

Features of the promotion of educational services.

As mentioned above, educational services in the modern market are a commodity, in order to maintain the competitiveness of which an educational institution needs to master the methodology of integrated marketing.

A marketing mix is ​​a set of controllable marketing variables that a firm uses in combination to elicit a desired response from its target market.
In addition to the product, price and place of sale, the marketing mix includes such an element as product promotion. In turn, the promotion complex
(promotional mix), also called a complex marketing communications,
- is a set of actions taken by the company to bring information about the product to target consumers and convince them to buy this product.

According to the classical theory of marketing, the complex of marketing communications consists of four main means of influence: o sales promotion, o formation of favorable public opinion, public relations (public relations), o personal selling, o advertising.

Undoubtedly, the first three elements are extremely important. However, at the same time, with regard to educational services, the main, most mass view communications - advertising.
Advertising is a non-personal form of communication by a specific sponsor concerning an organization, product or service and carried out through paid media. Consider the features of the advertising policy in relation to educational services.

The development of a management decision in the field of advertising begins with the choice, definition of its goals. In general, three main types of advertising purposes can be distinguished: exhortation, information and reminder (including maintaining demand).

For the majority of "young" educational institutions that have recently entered the market, it is recommended to start with persuasive advertising, convincing potential consumers of the seriousness of their intentions and potential, the quality of the services offered, etc. At the same time, such arguments as the amount of invested capital, financial technical base, agreements already concluded, orders received and executed. Persuasive advertising forms an arrangement for this institution, for its products, brand, convinces to immediately seek additional information or simply make a purchase. Comparative advertising is also often used here, when an educational institution, asserting its advantages, compares the services it offers with the products of competitors.

The purpose of informative advertising is most often to facilitate the introduction of a new modification of the educational service to the market, to support the updated range. It usually informs about the content of training programs, its technologies, methods, price changes, and additional services offered. In addition, informative advertising can be aimed at correcting the already existing unfavorable perceptions about the company, its services, at eliminating various consumer fears, unjustified negative rumors, etc.
Little known educational organizations can start their promotional activities with this type of advertising only if they are sure that new educational services are extremely important in this market segment, that they are unique and have no competitors. Otherwise, advertising will not lead to the desired effect.

Reminder advertising in the educational market is used by already well-known, recognized educational institutions or those who have already carried out persuasive and informational advertising company. This type of advertising is especially appropriate during the off-season (usually in winter, early spring), reminding consumers that they may need the services offered in the near future and therefore it is important to establish contacts in advance. Supportive advertising (as a kind of reminder) is usually implemented within the walls of an educational institution and aims to convince students of the correctness of the choice made, of the prospects that open before them, in order to prevent a possible outflow of students. The most commonly used supportive advertising medium is the demonstration of satisfied, successful graduates, as well as billboards, information materials, photos and reports in the building of an educational institution.

More specific advertising goals (for example, stimulating, expanding, maintaining demand, stopping its decline, eliminating negative demand, etc.) are selected based on the specifics of an educational institution and the educational services (programs) offered by it.

The next stage in the development of a management decision in the field of advertising is the development of options for an advertising argument and the choice of the optimal one.
To most effectively compose an advertising argument, it is necessary, first of all, to study the needs of the target audience. To solve what problems, meet what needs, does a particular person or organization turn to the offer of educational services? A. Pankrukhin proposes the following model of the hierarchy of needs of educational services market clients, based on the structure proposed by A. Maslow.

First of all, education may be necessary for survival - to get a profession with which you can earn money, to obtain the necessary funds to satisfy the physiological needs of the individual. The next step in the hierarchy of needs is to obtain guarantees of security, protection of the individual from possible threats in the future.
Of course, the need to belong, to be accepted as a member of any significant (reference) group, a circle of people, for example, by educational status, professional affiliation, is also important.
This is followed by a group of needs for recognition and respect for one's own competence by others, self-respect. And finally, at the top of the hierarchy there is a group of needs for the realization of one's capabilities and growth as a person, which is associated with the need to understand and know oneself, to reach the possibilities of self-development, self-management in accordance with certain priorities.

Similarly, a hierarchy of needs of enterprises and organizations is built as representatives of demand in the market of educational services. These are the needs for personnel who will be able to:

Carry out specific orders, orders according to a given algorithm;

Solve tasks independently;

Find "bottlenecks" in the activities of the enterprise and eliminate them, increasing the competitiveness of the company;

Work for the future, contribute to the formation of a positive image of the company;

Provide opportunities for self-development of the organization's team, etc.

Taking into account the above hierarchical structure of the needs of potential customers of educational services, we will consider the main advertising arguments that apply to the final consumer of educational services - the personality of the student.

1. Economic: o the level of future wages, o the level of scholarships in the learning process, o the possibility of reducing fees (for example, depending on learning outcomes), o free or preferential procedure for purchasing various services

(medical care, recreation, obtaining additional knowledge and specialization, etc.).

2. Social: o future high professional and social status, o public recognition, o prestige of an educational institution, o fame of scientific and pedagogical personnel.

3. Prospects for international intellectual connections: o opportunities to communicate with foreign students and teachers, o study and practice abroad, o international recognition of a diploma from an educational institution or obtaining two diplomas at once (domestic and foreign), o appropriate employment opportunities.

4. Organization of the educational process and its provision: o high level of classes, o priority of active teaching methods, o individual approach to students, o the possibility of personal choice of programs, courses studied and participation in their formation, o the level of personnel, educational and methodological, library, software, technical, communication support.

5. Compliance with the requirements of the preferred lifestyle: o autonomy, independence, o confidence in tomorrow, o an interesting environment, o opportunities for cultural and professional growth, self-expression in scientific work, leisure and recreation, solving other personal problems.

Thus, it is obvious that one of several types of usefulness can be chosen when developing an advertising argument. Rational utility is usually related to economic factors; social and prestigious - with social; self-affirming - with an increase in the level of self-esteem due to the growth of professional and cultural level, qualifications, etc. The sources of sensory usefulness can be non-traditional forms and methods of education, an interesting social circle, new friends, opportunities for organizing leisure and recreation, traveling abroad, etc.; The emphasis on mental usefulness attracts the client with the ability to associate himself with a certain reference group of people (for example, the business elite, MBA diploma holders).

It should be noted that the peculiarity of advertising educational services lies in the fact that both methods of realizing utility in time are used here: both during the period of consumption and after it. It can even be said that the usefulness of an educational service is realized throughout a person's life. However, there are exceptions to this rule as well. For example, in this regard, it is important to take into account the target audience to which advertising is directed - for the majority of young people, emotions in a personal sense mean no less than meaningful information. In addition to the list of programs and courses, it is important for such a client to learn about the people with whom he will communicate, about the atmosphere of the educational institution, leisure opportunities, etc. At the same time, one should not forget that in cases where the end consumer of an educational service is a child or teenager, the final decision on the purchase is usually made by the parents. In addition, non-informative advertising often pursues image goals, i. aimed at creating an appropriate favorable image of the company in the eyes of society. Such advertising is rarely used by educational institutions (an example is presented in Appendix 5). Appendixes 6 and 7 show the results of surveys that clearly reflect the factors influencing the choice of an educational institution by future students.

The choice of a carrier of advertising information in the market of educational services is determined by the specifics of the goods offered on it. Practice shows that the use of printed sources brings the greatest result. In particular, such as newspapers and magazines (including specialized ones: the magazines "Applicant", "Career", "Elite Personnel"), specialized literature (for example, reference books "Moscow Universities", "Where to go to study"), and also brochures and booklets published by the educational institutions themselves.
Moreover, for educational institutions of the pre-university level, the most natural and effective medium is the local press, while in higher, postgraduate and additional education, the orientation towards the central press works more effectively, incl. for specialized publications.

The advantages of print advertising include: o wide coverage combined with high selective opportunities of specialized and local publications, o duration of existence and use, o high degree of trust in printed information, o creative flexibility, o the ability to read the message at any time, the required number of times , analyze, transfer to another person.

In addition, print advertising is an active means of information: readers turn pages, lay, cut, mark ads, make marks in the margins, choosing the information they are interested in.
All this is done by potential clients of educational services: they, as a rule, carefully and thoroughly approach the choice of an educational institution, study various offers, analyze and compare them, etc.

Factors that enhance the effectiveness of print advertising in the field of educational services have their own specifics, for example:

V the use of literary language is quite acceptable here;

We should also not forget about such a rather cheap, but effective type of advertising information as stationary outdoor media (walls, billboards, etc.). In addition, such promotional activities as: o open days, o presentations, o participation in specialized exhibitions and fairs, o anniversaries or memorable dates of the institution and its employees, o alumni meetings, o establishment of alumni associations, clubs of honorary doctors, o conferences and symposiums held by the university, o Career Days, etc.

The above is illustrated by the results of the aforementioned survey, which are given in Annex 6.

Advertising appeals of educational institutions, as a rule, are standard. They contain information about the proposed educational programs, availability of a license, terms of study, cooperation with foreign educational institutions, etc. However, the best option for an advertisement, in my opinion, is one that combines meaningful information and an extraordinary creative solution.

It is extremely important to keep in mind that in the market of educational services, the negative effect of low-quality advertising becomes especially large scale. An advertising appeal made unprofessionally, legally flawed, not meeting the principles of fair competition, will testify to the low educational and cultural level of the advertiser, his incompetence, unprofessionalism, cause distrust in him and can serve as a weighty reason for refusing to purchase this educational service.

In addition, in advertising an educational service, it is very important to take into account regional, national, religious, cultural characteristics and problems.
Only such advertising of educational services is taken seriously enough, which is convincing from the point of view of the possibilities of regional adaptation, understanding the specifics of the region, the requests of local authorities, etc.

In conclusion, we present the main conclusions made by A. Pankrukhin as a result of an analysis of the characteristics of the communication activity of educational services on the example of the International Teachers’ Program (ITP), created by the Harvard Business School and widely used at the turn of the 70s. the last century. The results of these studies remain relevant today.

1. Brochures sent by mail became the basic means of advertising for ITP in Europe. However, this advertising medium has proven to be ineffective because it is extremely important to use the accuracy of addressing: if the market is defined too broadly, any mailing becomes unmanageably large and very costly.

2. Advertising in the media turned out to be quite expensive, generally ineffective and did not bring the expected results.
However, the author notes that this does not mean that the money was wasted: as a result of the campaign, the level of public awareness increased significantly, i. many potential clients of the program.

3. Oral recommendations are one of the most important channels of marketing communications. And the most effective are the recommendations coming from people who have already completed their training. Thus, a successfully implemented educational program greatly facilitates the marketing work for the next cycle of classes.

4. In ITP, working with serious intermediaries specializing in the same field as the program itself proved to be effective. In particular, agencies representing associations of management organizations have included ITP notices in their newsletters and allowed program directors to present them at the associations' annual conferences. Various publications have also been of some use. international organization labor and other institutions
UN where information about ITP has been included.

5. Many ITP Program Directors have developed extensive personal contacts in the field of marketing communications. They visited numerous educational institutions, specialized international exhibitions and conferences, wrote personal letters to the participants of these conferences. Such personal activity of directors made it possible to identify significant information gaps and defects in the orientation of the communication activity of the educational institution.

A.S. Batalov in his article "Marketing of educational services" gives a sample " competent advertising for education: "If you don't know what you want, come to us. We have it." Indeed, a good educational institution is designed to give a person something that he, perhaps, vaguely guesses about or has no idea at all.

CONCLUSION

So, the analysis showed that the promotion of educational services on the market has a number of characteristic features conditioned by the specifics of the educational service itself, as well as the entire field of education as a whole. In modern conditions, without taking into account these features and the active use of marketing tools, it is almost impossible for an educational institution to win in competition and carve out a niche in the market.

LIST OF USED LITERATURE

1. Barannik M.A. « Marketing of educational services: basic concepts”, website www.ooipkro.nm.ru

2. Batalov A.S. "Marketing of educational services", website www.supermarketing.narod.ru

3. Vashchekin N.P. "Marketing" practical textbook, Moscow State University of Commerce, Moscow, 1999

4. Volkova M.M., Zvezdova A.B. " Marketing research in the field of educational services”, Marketing in Russia and abroad, No. 6, 1999.

5. Kirillina Yu. "Marketing of educational services", Higher education V

Russia, No. 5, 2000

6. Kleshchevsky Yu.N. "Problems of training management in high school specialists for entrepreneurial activity: economic and organizational aspects”, Kuzbassvuzizdat, Kemerovo, 1998

7. Courtland L. Bove, William F. Ahrens "Modern Advertising", Publishing

Dovgan's house, 1995

8. Kotler F. "Marketing Management", "PETER", 1998

9. Pankrukhin A. "Educational services: a marketer's point of view", Alma mater, N3, 1997
10. Pankrukhin A.P. "Marketing of educational services", Marketing in Russia and abroad, No. 7-8, 1997
11. Pankrukhin A.P. "Advertising educational services", Alma Mater, No. 8, 1997
12. Pankrukhin A.P. "Philosophical aspects of the marketing approach to education", Alma Mater, No. 1, 1997
13. Pankrukhin A.P. "The Price of Education", Alma Mater, No. 5, 1997
14. Pishchulin S. "Modern methods of marketing in the field of education: dynamics, prospects", website www.supermarketing.narod.ru
15. Popov E.N. "Educational Services and the Market", Russian Economic Journal, No. 6, 1992
16. Saginova O.V. "Marketing of educational services", Marketing in Russia and abroad, N1, 1999
17. Senashenko V. “Additional Education: Ideas and Solutions”, Higher Education in Russia, No. 5, 2000
18. Skripak E.I. “On the issue of the concept of “educational service””, website of the Kemerovo State University www.history.kemsu.ru
19. Stiglitz J., "Economics of the Public Sector", Infra-M, Moscow,

1997
20. Fisher S., Dornbusch R., Schmalenzi R. "Economics", "Delo", Moscow, 1993
21. Shahrimanyan I. "Marketing of educational services", Marketing, No. 1, 1993
22. Shchetinin V.P. "Originality Russian market educational services",

World economy And international relationships, No. 11, 1997
23. Shchetinin V. "The market of educational services in modern Russia", School,

N3, 1997
24. Federal Law of January 13, 1996 N 12-FZ "On the Introduction of Amendments and Additions to the Law of the Russian Federation "On Education" (as amended on November 16, 1997, July 20, August 7, December 27, 2000)
25. Commentary on the Law of the Russian Federation "On Education" edited by Shkatulla V.I., YURIST, Moscow, 2001

APPS

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Associate Professor, Director of the Center for International Educational Programs of the Russian Academy of Economics.
G.V. Plekhanov
TO characteristic features public goods include: collective consumption; the impossibility of exclusion from consumption; the offer is provided by the state; individual consumption of a public good does not harm the interests of other consumers, i.e. volumes of individual consumption are equal to each other and equal to the aggregate supply.
A quasi-public good is a good or service that, strictly speaking, by its nature and purpose is not public, but provides such large capital spillover benefits that the government encourages their production in order to prevent a shortage of financial resources.

Recently, a special direction has even emerged in pedagogy - adragogy (from Greek mature, adult) - the theory and practice of adult education, the basis of which is taking into account the characteristics of adult students, the context of their learning.

A clearly outlined hierarchical structure is presented in
Annex 2.

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Features of the promotion of educational services

For years, researchers and analysts have developed criteria for defining services. As a result, several characteristics common to most of the services were identified. Characteristics of services by K.Haxever, B. Raeder, R.S. Russell, R. G. Murdick, cited in the book "Management and organization in the service sector" are the main and most frequently mentioned characteristics:

1. Intangibility, that is, the service is intangible;
2. Inseparable from the source;
3. Inconstancy of quality;
4. Perishability.

When considering the features of the promotion of educational services on the market, we will consider an educational service as a process of ensuring that “learners master this or that level of preparation for various types of activities”. An educational service is most often provided through the implementation of an educational program of a certain level. However, it has the following specifics:

1. There is a low degree of tangibility for educational services. It manifests itself in the impossibility of assessing their quality and results before full consumption. The degree of consumer uncertainty when choosing educational services is higher than for other services. A consumer of an educational service, having applied to an educational institution, cannot know in advance the result of his training. He can only indirectly judge the quality of the service based on his own past experience, guided by the opinions of other consumers, with the help of an advertising message. A high degree of uncertainty in the choice of educational services makes it very difficult for the consumer to choose an institution for training. In order to convince the consumer to purchase educational services, increase the tangibility of educational services, reduce consumer risk and uncertainty, educational institutions try to form the most significant service parameters for a potential consumer and present them as clearly as possible: with the help of certificates, licenses, diplomas, curricula and programs, information about the conditions, methods, forms of education, the design of classrooms, the appearance of educational buildings, dormitories, and the like.

2. The second traditional characteristic of services is inseparability from the source. People are trained not “in general”, but in a specific institution. It is with the institution providing the educational service that the consumer associates the result that he receives or intends to receive. Each educational institution provides a unique, constantly changing educational program that cannot be duplicated: a set of disciplines, the level of teaching and methodological support, a complex of classroom and extracurricular activities and more. The educational service is distinguished by the great involvement of the consumer himself in the process of receiving the educational service, which is the basis for the creation and development of long-term partnerships. Thus, the process of providing educational services is impossible without active interaction between the producer and the consumer, direct communication between the student and the teacher, during which information is transferred (certain knowledge, skills and abilities), and the student masters the necessary set of competencies. Such a process predetermines the highest requirements for the teaching staff, including its professional competence, sociability, goodwill, the ability to control oneself, inspire confidence and the like.

3. Educational services are not consistent in quality. The provision of educational services by one teacher may be different (due to the level of his knowledge, mood, state of health). The student's perception of the educational material being presented may also differ depending on his emotional and physical state, his level of preparedness, the perception of the teacher, and so on. The volatility of educational services also depends on motivation, diligence, diligence, previous training, the abilities of the consumer, the place and time of the provision of educational services. Offering the same educational program (service) to everyone, graduates have different knowledge, so the quality of the education received depends not only on the efforts of teachers, but also on the student.

4. Educational service is non-permanent, that is, short-lived. The manifestation of the non-permanence of educational services is expressed in the fact that they are simultaneously produced and consumed, and are not subject to inventory. But this does not mean that knowledge does not become obsolete, because science does not stand still. Therefore, the consumer of educational services has the right to demand that they comply with the dictates of the times. An educational service cannot be produced for future use or stored. It arises directly in the process of interaction between the producer and the consumer of educational services. It is necessary to constantly study the demand of the consumer market of educational services, the introduction of a system of pre-orders for additional educational services.

Thus:

• A service cannot be created and left to persist while waiting for demand. Here, saving the necessary educational information on physical media can help. When demand arises, this information can be immediately used.
• Previously received information is forgotten and becomes obsolete.
• The absence of a teacher or a student in the classroom does not allow to fully compensate for the corresponding losses in the time allotted by the program. In the last two cases, you should take care of additional service support for this educational service, understanding that this is already a different service.

It is possible to single out a separate characteristic for educational services as stationarity.

5. Educational service is stationary. Basically, it is tied to the location of the educational institution and rarely goes beyond its walls.

Let us now give some characteristics of the situation that has developed in the market of educational services in the field of general education.

1. Market educational servicesnot yet formed, it is in the process of becoming. As a consequence, there are many unoccupied niches, which determines competitive advantages for active educational institutions. However, there are very few stable rules by which to act. Poorly studied demand and potential consumer, there are no established prices and the like.

2. Main bodyeducational servicesoffered by non-state institutions and universities. The schools themselves are not yet active enough. The dependent position developed by the "principle of full financing through the state inherited from Soviet socialism" is having an effect.

3. You can’t talk about diversity eithereducational services. Now it is mainly tutoring, testing, traditional circles and the implementation of standard educational programs.

4. There is no clearly defined social and individual order foreducational services. Methods for identifying such an order have not been developed.

5. The school works with the most accessible consumers of its services - its students. The educational institution is weakly oriented towards other potential clients - students from other schools and the adult population.

6. Insufficient financial autonomy of the school does not allow it to attract extra-budgetary income. As a result, the school is poorly motivated to use marketing in its activities.

7. Today, the system of advanced training and retraining of teaching staff cannot implement high-quality educational programs on the economics of education. As a result, schools lack trained personnel capable of accompanying marketing activities.

In addition to the considered characteristics of educational services, they also have features that distinguish them from all other services.

It is quite difficult for a consumer of educational services to evaluate and understand the value of educational services provided by an institution. The value of education lies in human development. A person who has received an education is a value for society in general and for the state in particular, as well as for the labor market. A graduate is the more valuable the more developed he is, the more his unique abilities are identified and developed, and education is the more valuable the more it contributes to such development.

Educational services are services that transform the consumer himself. In general, there are few such services (for example, medical, cosmetic, psychotherapeutic), and educational services are also characterized by a complex impact on the most diverse aspects of the personality psyche.

A fundamental feature of educational services is the fact that their end user - the individual - plays a very active role in the process of providing educational services.

A rather significant feature of educational services is the active role of the consumer, his involvement in the educational process. This imposes special requirements on the content of the marketing activities of the institution. For example, educational institutions should pay attention to market segmentation and attracting target students, differentiation of educational programs in accordance with the characteristics and needs of target groups.

Educational services are designed to satisfy not only industrial demand.A striking example of this are the services of education in the field of music, language training and the like. Foreign language lessons can be taken not only to increase their competitiveness in the labor market, but also to travel, communicate with friends from other countries, read literature in the original language, and so on. Consequently, it would be fundamentally wrong to limit the market of educational services only to vocational education services. The market of educational services is designed to satisfy not only production needs, but also social and spiritual ones. The need for improvement and development of the new is characteristic of the representatives of the human community, and such needs grow as material needs are met.

The breadth of the range of educational services can also be identified as a feature of the promotion of educational services. It is formed, first of all, due to differences in their content: according to the profile of training, degree of fundamentalization, humanitarization, applied orientation of services. They are joined by such significant criteria for differences as the levels of education (primary, basic, and so on), as well as the presence or absence of certain preferences, requirements for the personality of the student, his psychophysiological characteristics, health status, and more.

A specific feature of educational services is the following regularity:

The constant consumption of educational services contributes to the desire to receive them in increasing quantities.

An important feature is the deferred results of education, the range of services and its renewal. The main thing for the consumer is the result of the provision of educational services, but its manifestation will be only after the completion of training in an educational institution. In addition, the result of the provision of educational services depends on the possibility of updating the acquired knowledge (self-education, advanced training courses, retraining) and the life of the consumer. Even after graduation, the graduate for some time continues to be in a state where he cannot fully or fully appreciate all the positive and negative aspects of the acquired knowledge. Only in the course of their work can a graduate evaluate the quality of the educational service (education) received in an educational institution. The peculiarity of educational services lies in the fact that their customer, the main subject of choice, is not the potential students themselves, but their parents. Thus, the client and the customer are far from being the same person, which brings certain difficulties in relation to the analysis of the needs and preferences of consumers. The requirements of the customer are formed quite clearly, and the wishes of the quality of knowledge are far from always in the first place. They may give way to a favorable socio-psychological climate in the institution of additional education for children, the variability of the modes of employment of the child, and more.

In the modern market of additional educational services, some traditional educational services remain in demand (teaching manual labor techniques, controlling the operation of devices and machines; organizing amateur art activities, fine arts, as well as sports, tourism and conducting educational and research activities of students). At the same time, a large selection of new additional educational services has appeared: pre-professional training, specialized training, information Technology and other. The range of educational services is quite wide and is being intensively updated taking into account the requirements of society. Therefore, consumers of educational services - parents, children - agree to pay for them.

It is impossible not to mention the criterion that uses various signs of segmentation of consumers of educational services, including giving names (often unofficial) to individual educational institutions, especially elite ones. Educational services of institutions of additional education for children are aimed at meeting the needs of the population, regardless of age and level of education. For example, in the form of full-time, part-time, part-time, distance education, educational services are provided for the implementation of professionally-oriented programs of additional education.

There is an orientation of educational services in relation to special categories of students (children with developmental disabilities).

The cost of various educational services is not uniform. First of all, it depends on the prestige (demand in the market) of a particular type of educational activity, the status of an educational (creative) association of children, and the quality of the educational service provided.

The quality of activities of an additional education institution in the narrow sense of the word can be understood as the compliance of the characteristics of the “product” with the requirements of the consumer. In a broad sense, the quality of the activities of these institutions can be considered: the quality of service; the quality of the pedagogical process; quality control system, quality labor resources. "The quality of education includes a combination of the quality of conditions, the quality of the implementation of the educational process, the quality of its results" . The quality of education is considered by the same author as a set of properties of education that meet the modern requirements of pedagogical theory and practice and are able to satisfy the educational needs of the individual. One of the criteria for the quality of an educational service can be the stability of interest in it (the nature of the motives for joining the team, the duration of training, the nature of the motives for leaving the team). In marketing, the quality of educational services is understood as a measure of meeting the need for them. Therefore, unnecessary educational services not in demand by the consumer cannot be considered of high quality.

Thus, educational services have a pronounced specificity, which determines the specifics of the choice of channels and communication technologies for their promotion, dictates the specifics of interaction with consumers (target audiences). Only when all these features are taken into account, it is possible to form an effective marketing policy of an educational institution.

Haxevera K., Reder B., Russell R.S., Merdik R.G. "Management and organization in the service sector" Ed .: Peter, 2004, pp.39-40.

Ryndak V.G. The younger schoolboy and people close to him: the upbringing of a respectful attitude: textbook. allowance / V. G. Ryndak, O. S. Timofeeva. - Orenburg: Publishing House of the OGPU, 2004. P. 162-164.

Marketing education Vankina Inna Vyacheslavovna

Practical task 8.

Practical task 8.

MARKETING COMMUNICATIONS

Develop a package of activities to promote the educational services of your educational institution, including advertising, sales promotion, public relations, direct marketing, development corporate identity educational institution, participation in fairs and exhibitions, cooperation. Make a rough schedule of proposed activities. Present the report in the form of a table.

Activities to promote the educational services of an educational institution