Marketing plan

Introducing Flexible learning

Contents
1. Purpose and mission ....................................................................................... 2
1.1 Purpose of the marketing plan .................................................................................... 2
1.2 History of institution and mission............................................................................... 2
2. Situational analysis ......................................................................................... 4
2.1 Current product analysis............................................................................................. 4
2.2 Current target markets ............................................................................................... 6
2.3 Current company analysis........................................................................................... 7
2.4 Environmental problems and opportunities .............................................................. 8
3. Strategy and objectives .................................................................................. 9
3.1 Marketing strategy ....................................................................................................... 9
3.2 Financial objectives .................................................................................................... 10
3.3 Marketing objectives.................................................................................................. 10
4. Tactical programs ......................................................................................... 12
4.1 Target market issues .................................................................................................. 12
4.2 Product positioning .................................................................................................... 16
4.3 Pricing ......................................................................................................................... 17
4.4 Promotion issues ......................................................................................................... 18
4.5 Distribution issues ...................................................................................................... 21
5. Budgets, performance analysis .................................................................... 23
5.1 The marketing budget ............................................................................................... 23
5.2 Performance analysis ................................................................................................. 24
5.3 Implementation .......................................................................................................... 24
6. Long term marketing strategy..................................................................... 26
7. Bibliography .................................................................................................. 27
8. Appendixes .................................................................................................... 31
Appendix 1 – Comparison of 3 types of MBA programs offered by The University of Greenwich .. 31
Appendix 2 – Changes in the US MBA market................................................................................... 32
Appendix 3 - Major Trends That Will Affect Your Career Choices ................................................... 33
Appendix 4 – Target market ............................................................................................................... 34
Appendix 5 – Needs, characteristics and benefits of potential e-learners............................................ 36
Appendix 5 – Media profiles .............................................................................................................. 38

1
 1. Purpose and mission

The University of Greenwich MBA Program has been established over decade ago and it
is one of the flagship Programs’ of the Business School. The demand for the Program is
overwhelming and many applicants are turned down due to the limited spaces available.
The Business School, overall is struggling with the space available for classrooms in the
historic Old Royal Naval Campus and keen to develop some of the most popular
Postgraduate Programs on “Flexible Learning Approach”. Already many Universities in
the USA have taken the initiative and offer a variety of postgraduate Programs online.
They use interactive web technologies to their full potential; making lectures available on
downloadable videos, developing highly sophisticated WebCT sites and Black board to
support teaching and learning activities. Also they use online resources together with
online library facilities to enhance learning experience of their students. In addition to
these, they offer one to one tutorials online as well (De Mel, 2005).

1.1 Purpose of the marketing plan

I have been hired as a Marketing Consultant to advise the University of Greenwich on

how best to introduce the best MBA Program on “Flexible learning Approach”. I also
have been asked to produce a detailed marketing plan (De Mel, 2005).

1.2 History of institution and mission

The University was established in 1992 from Thames Polytechnic and traces its roots
back to the foundation of Woolwich Polytechnic in 1890. Its regional focus is on south-
east London and Kent.

Since 1999, the University has rationalized and consolidated the majority of its provision
onto three campuses (reduced from five): Avery Hill, Maritime Greenwich and Medway.
Following major restructuring that began in June 2001, the University is now organized
into eight schools: Architecture and Construction; Business; Computing and

2
Mathematical Sciences; Education and Training; Engineering; Health and Social Care;
Humanities; and Science, together with the Division of External and Combined Studies.

Statistics for 2002-03 show that university had 18,000 university-based students in 2002,
compared with 14,500 in 1999. The increase at undergraduate level in the proportion of
UK students from minority ethnic backgrounds, from 34% in 2000-01 to 42% in 2002-
03, is evidence of the University's commitment to widening participation. Of the total
student population, 73% study on undergraduate programs and 27% on postgraduate
programs; 64% of students are study on full-time or sandwich programs.

The University's mission statement is that it “nurtures excellence in learning and

teaching, research, consultancy and advanced professional practice serving a range of
international, national and regional communities” (QAA, 2004).

3
 2. Situational analysis

The situation analysis is designed to take a snapshot of where things stand at the time the
plan is presented. In these days the University of Greenwich is offering existing product -
classic MBA programs (excluding MBA Maritime Management). Consequently the
university’s approach is to attract new markets – new students mainly from developing
countries. This situation analysis has been divided into five parts as follows.

2.1 Current product analysis

Product attributes

In these days The University of Greenwich is offering MBA program only in classrooms
(not on-line) and in three different versions - MBA, MBA Maritime Management and
MBA Entrepreneurship. All types of MBA programs are regarded as essential for career
progression in all areas of management. “Classic” MBA program is designed to give a
broad range of skills across the management spectrum and all functional areas. MBA
Maritime Management program has been developed in consultation with leading figures
from the maritime industry, pursues and applies theory and practice with special
reference to the maritime sector. MBA Entrepreneurship has been developed to give
managers with decision-making responsibilities at or near board level the necessary skills
and confidence (University of Greenwich, 2004). Comparison of differences in
attendance, entry requirements, assessment and career options of each type of MBA are
given in appendix 1. This marketing plan will concentrate on “classic” MBA program.

Pricing

The price of “classic” MBA program was for international students in academic year
2005/06 £12,250 and it will increase to £12,700 (3.7%) for next academic year. For the
students from UK and EU the price was £10,500 and it will increase to £12,700 (21%).
The prices of MBA programs in UK are between £3,500 and £55,000 (Infozee, 2006).

4
University is offering 5% discount of net tuition fees, if applicants make full payment for
the year before registering on program. Otherwise students could pay their fees in two
installments. In this case students have to provide a current cheque covering a minimum
of 50% of the outstanding balance at the time of registration.

University also offers a scholarship of £1,000, which will be awarded to students from
the following countries for all programs: Bangladesh, Botswana, P.R. China (including
Hong Kong and Macau), Egypt, Ghana, India, Iran, Japan, Jordan, Kenya, Korea (North
and South), Malaysia, Mauritius, Nigeria, Pakistan, Philippines, Russian Federation,
South Africa, Sri Lanka, Taiwan, Tanzania, Thailand, Turkey, Uganda, Uzbekistan,
Vietnam, Zimbabwe (University of Greenwich, 2005).

Distribution

University has three campuses (reduced from five): Avery Hill, Maritime Greenwich and
Medway, the University is now organized into eight schools. Students could apply for all
programs by mail or by internet.

Promotion

The University of Greenwich is taken as one of the best new universities in Britain with
one of the most beautiful campus of England – Maritime Greenwich campus, which is
also very close to Central London. Many other campuses of The University of Greenwich
are located in green parks with open space around them. University has students from
over then 110 different countries. University is presented with high quality of teaching
(lectors are mainly from English speaking countries, with good business experiences) and
excellent facilities, small class sizes, and good access to quality student support services.

There is not a great promotion. It is mainly done through internet by own websites. I
proposed some more possibilities of the promotion in section 4.4

5
Services offered

University supports its student during their studies with many services. The main services
are: on-line library access, computer facilities, accommodation, personal development
and career services with job advices and quality workshops, International Student
Support team, financial services, Pastoral services and many others.

2.2 Current target markets

Demographic/psychographic profile of the market

Today’s students of MBA programs at the University of Greenwich are mainly students
from middle-class in the age 25-30 years ; with higher degree; with the average working
experience 3-6 years; without children; flexible to come for almost two years to other
country; mainly coming from Asia, Europe and Africa.

Characteristics of targeted customers

Targeted customers are in general ambitious people that want to advance their own
careers. They usually decide to purchase MBA program after couple of years working for
one company without any rapid progression in their carriers. After they finished the
studies, they are usually planning to get one or two years of working experience in UK
and return back to home countries. They come to study at the University of Greenwich’s
classrooms with motivation to get English degree, with possibility to try different life-
style, to meet many people of different cultures in one of the most cosmopolitan cities of
the world – London. They are also coming with hopes to better assert themselves on
English or international labor markets.

Purchasing process

Potential MBA students are mainly deciding on the base of extended decision-making
process. This process is affected with their current career profiles and with the needs to
change it during next couple of years. The majority of Greenwich’s students are
responsible for their purchase. Only in few cases is the user (student) different from the

6
purchaser (company is sponsoring the studies). The purchase could inspire the price of
MBA program, possible discounts, reputation of University, locality, living costs,
transportation costs, etc.

Market size estimates

Over the past few years, full-time programs have experienced a great deal of
unpredictability in their application numbers. Very few full-time programs reported no
change in the number of applications. In 2000 and 2001, the majority of full-time
programs cited a slight increase in applications, and in 2002, the majority cited a
significant increase. In 2003, there was less cohesiveness; 21% cited a moderate
decrease. In 2004, the majority (41%) of full-time programs cited significant decreases.

Part-time programs have experienced less unpredictability and less cohesiveness.

Between 2002 and 2004, the majority of part-time programs cited no change in the
number of applications received. But “the majority” for part-time programs represents
only about a ¼ of the programs. Typically, there is a lot of variability among part-time
program trends. As a group, it was only in 2000 and 2001 when the majority reported an
increase in applications (GMAC, 2004). Appendix 2 is giving more details.

2.3 Current company analysis

SWOT analysis is an important tool for auditing the overall strategic position of business
and its environment. It is worth pointing out that SWOT analysis could be very subjective
– two people rarely come-up with the same version of a SWOT analysis even when given
the same information about the same business and its environment. Accordingly, SWOT
analysis is best used as a guide and not as a prescription (Tutor2u).

7
Figure 2.3.1 SWOT analysis

Positive Negative

Strenghts Weaknesses
Internal factors

Position in the domestic market Position in the international market

Reputation Promotion
Age and condition of building Age and condition of equipment
Programs range and quality Productivity - class size/no of hrs per teacher
Leadership and management skills Financial resources

Opportunities Threats
New markets New competitors
External factors

New education programs Competitors’ new education programs

Partnership
High growth in domestic market
High growth in international market
Technology growth advantage
Change in population age-structure
Takeover
Stagnation in the domestic market
Stagnation in the international market
Technology growth disadvantage
Change in population age-structure

Sources: Own sources

2.4 Environmental problems and opportunities

There are five major trends that will affect the MBA education market: aging process,
rapid technology growth, better medicine, increase costs of child care, and distributed
works. Details of each factor are in Appendix 3.

8
 3. Strategy and objectives

This part of marketing plan gives a clear picture of the direction which the product will
take. It provides information through a section devoted to identifying the key strategies
and objectives for the product. The section consists of three major issues: Marketing
Strategy, Financial Objectives, and Marketing Objectives.

3.1 Marketing strategy

This section identifies the general marketing strategy under which this plan will be
developed. Product will follow more than one strategy – to sell new product to new
customers in existing markets and also in new markets.

Figure 3.1.1 Ansoff product / market matrix

Resource: Tutor2u

Product development

Product development is the name given to a growth strategy where business aims
introduce new products into existing markets. This strategy may require the development

9
of new competencies and requires the business to develop modified products which can
appeal to existing markets. The University of Greenwich could develop its online MBA
program by adding new core or optional courses, by updating technology using for
running online MBA programs, or by changing the ways of teaching.

Diversification

Diversification is the name given to the growth strategy where business markets offer
new products in new markets. This is an inherently more risk strategy because the
business is moving into markets in which it has little or no experience (Tutor2u). The
University of Greenwich should focus on developing countries, like it has been already
mentioned before.

3.2 Financial objectives

For many organizations the ultimate goal of the marketing plan is the effect it will have
on bottom line (KnowThis.com). Financial measures reflect income statement items and
common ratios (customer sales, channel sales, margins, profitability, ratios). In this
marketing report we will concentrate much more on marketing objectives.

The University of Greenwich should concentrate on generating enough of financial

resources to develop program, to pay salaries to high experienced and educated lectors, to
upgrade the technology continuously, and to offer discounts to students that are coming
from developing countries with lower level of incomes.

3.3 Marketing objectives

Marketing success can be measured on several non-financial market matrixes. These

measures are important since these often shed lights on underlying conditions and
circumstances facing the company that are not easily seen within financial measures. For
instance, a company may report strong sales for a product but market share information
may suggest the product is losing ground because of competitors. The marketing

10
objectives section will indicate targets to be achieved across several marketing decision
areas.

Target market objectives

 1st YEAR - 25% of targeted on-line MBA markets, 100 applicants per year and 25
students per class, 50 students per year.
 4th YEAR - 66% of targeted on-line MBA markets, 150 applicants per year and 20
students per class, 75 students per year.

Promotional objectives

 Good reputation on targeted markets – High level of students’ recommendations

to their partners, colleagues, friends, etc.
 High website traffic – 1000 new visitors a year.
 Two product demonstrations per year in targeted markets (conference, University
students’ workshop).

Product development

 Offer on-line MBA modules, which will satisfy today’s needs in targeted markets.
 Develop new on-line MBA modules, which will satisfy future needs in targeted
markets (10 years later).

Other objectives

 Develop partnership with universities which are already operating in targeted

markets and which are offering MBA in classrooms.
 Develop partnership with local and international business companies.

11
 4. Tactical programs

This is the heart of the marketing plan. It contains descriptions of detailed tactics to be
carried out to achieve the objectives and goals established in part 3. In this section details
and timetables are presented for five key decisions: target markets, product, promotion,
pricing, and distributions.

4.1 Target market issues

This section is concentrating on the target market issues. Because The University of
Greenwich is going to target new markets there will be a chance to find main differences
between existing and new markets.

Market

With online product and in online world we could target almost any market. I will
recommend targeting countries in Central and East Europe, as one of the possible target
markets. This decision is based on research that I have done in last days.

Visegrad countries (Czech Republic, Hungary, Poland, and Slovakia) are characteristic
with quite good economies with high long-term growing potential; the growth is based on
very high level of foreign investments. Average gross of annual earnings are lower, but
there is a great motivation to learn business. This is obviously because of the lack of
management know-how (post-communist countries).

12
 Following table is giving outcomes of research of four Visegrad countries. Detailed
description of table items and methodology is given in Appendix 4. The items of main
outcomes have been divided to four groups: economy, money, internet, and education
profile. All date are related to 2005.

Figure 4.1.1 Target market – Visegrad countries

EU-25 W-4 Czech R. Hungary Poland Slovakia

Population (mil) 459.5 63.9 10.2 10.1 38.2 5.4
GDP per capita - € 18,675 € 21,700 € 19,000 € 15,200 € 18,800
economy

GDP per capita in PPS 100.0 62.5 75.8 64.3 52.2 57.8
Real GDP growth rate 1.6% 4.2% 4.8% 3.7% 3.2% 5.1%
Unemployment 8.7% 12.3% 7.9% 7.1% 17.7% 16.4%
Foreign Direct Investment intensity 0.8% 2.1% 2.3% 2.4% 2.7% 1.0%
Average gross annual earnings - € 6,345 - € 7,100 € 6,230 € 5,706
money

IT expenditure / GDP 3.0% 2.4% 2.8% 2.4% 2.0% 2.2%

Telecomm-tions expenditure / GDP 3.4% 4.5% 4.3% 4.7% 5.2% 3.8%
education profile internet

Indiv. regularly using internet 43.0% 33.0% 26.0% 34.0% 29.0% 43.0%
Households-broadband connection 23.0% 9.8% 5.0% 11.0% 16.0% 7.0%
increase to last year 53.0% 70.8% 25.0% 83.0% 100.0% 75.0%
Hrs worked per week of full-time job 41.9 42.2 42.9 41.0 43.3 41.4
Life-long learning 10.8% 5.0% 5.9% 4.2% 5.0% 5.0%
students (mil) 16.9 0.7 0.3 0.4 2.0 0.2
% of total population 4% 4% 3% 4% 5% 3%
18-year-olds in education 76.3% 80.5% 88.3% 75.9% 85.4% 72.2%
Pupils learning English - 88.3% 100.0% 64.3% 92.2% 96.7%

Sources: EUROSTAT, CIA

Each country has its strengths and weaknesses:

 Czech Republic:
- Strengths – fast growing economy; regularly highest FDI in region; good level of
English; highest earnings in region.
- Weaknesses – low internet penetration and higher prices for internet connection;
this is mainly because of the late deregulation, which has been finished recently.
 Hungary:
- Strengths – good economy; higher earnings; high level of internet penetration.
- Weaknesses – not very good level of English; lowest “long-life” learning.
 Poland:
- Strengths – high population; high internet penetration with fast connection.
- Weaknesses – economic problems, but high FDI in these days; low earnings.

13
  Slovakia:
- Strengths – highest number of internet users; fast internet connection.
- Weaknesses – lowest population; economic problems, but fastest growing (late
reforms); lowest earnings in region.

I will focus on one of Visegrad countries and that is Czech Republic in the following
parts of marketing plan. I would like, to give better overview and explanation why there
should be expansion on these markets.

Targeted customers

Both men and women use online education and training and they come from all age
groups, but especially older adults, according to a study done by Les Burr, deputy
director of student services at Charles Sturt University (CSU), a university in New South
Wales, Australia. Burr found that as people age, they tend to use the internet more as a
source of education. People in the over 50 age group participated more than others, while
women were more apt to participate in online discussion groups, regardless of whether
they live in an urban or rural environment. The under-20 set is heavily engaged in full-
time education now and the trend is growing. International Data Corporation reports that
enrollments in online courses are growing at 33 percent a year and will continue to climb
(Coleman, 2005).

The typical online student is a busy working adult, average age 34, married with family,
highly self-disciplined, with a strong desire to finish and a can-do attitude. Unless real
life interrupts, this student finishes, though students who procrastinate or harbor
unrealistic expectations will have a hard time (Itdl, 2005). This online student profile is
suitable also for Czech Republic. Appendix 5 is giving more details of other customers’
needs and characteristics.

Competitors

The main advantage of offering online product is the possibility to enter and to target
almost anyone from any market. On the other hand, the main disadvantage is that our
competitors could be anyone from anywhere.

14
There are nine institutions in Czech Republic which are offering MBA programs in
classroom. All of them are co-operating with international partner institution mainly from
USA (2) and UK (5). Those which have international partner could offer on-line MBA,
but they don’t really do that. Only one of the institutions is specializing on on-line MBA
programs - PIBS. Eight institutions offer course in duration between 2 and tree years and
only one institution offer course in 18 months duration (CAMBAS, 2005). Eight
institutions are based in three Czech largest cities and one is located in countryside 25km
from capital city. Five institutions are located in the capital city - Prague (1,2mil. people),
two are located in Brno (0,5mil. people), one is located in Ostrava (0,4mil people). The
competitors’ prices will be analyzed in the following section 4.3.

We should analyze why only one institution is offering online MBA program in the
Czech Republic so far. There are three main reasons. First reason is late
telecommunication deregulation by Czech government. In the beginning of 2005, the
Czech internet connection was one of the most expensive and on the same time slowest in
the EU-25. Fortunately, the deregulation process is finished and there is huge internet
boom in these days. According to that, the prices for internet connection are falling down
rapidly and internet speed is growing up. There is large increase in volume of internet
users and large increase in popularity of life-long learning (Eurostat, 2005).

Second reason is that there was lack of knowledge of English language. Older generation
was educated in Russian language and only some of them decided to learn new language
– English (it took them some time to learn it). According to figure 4.1.1 we could see that
almost 100% of pupils are learning English now. This development will ensure good base
of future potential customers.

Last main reason is that there was lack of the public discussion about the advantages and
disadvantages of e-learning. This reason is also past. We could see that there is a great
opportunity to enter this market in these days. It should be easier to establish brand and
good reputation of The University of Greenwich in the Czech market now rather then
later, as there will be many competitors in the future.

15
 4.2 Product positioning

Online MBA makes education more accessible and has great payoffs for both the
corporate world and the individual. Anytime, anywhere the delivery of online MBA is
appealing to big companies as it allows employees to access the training at the most
convenient times, eliminates the need for a traditional classroom, cuts travel costs, and
brings business objectives to the desktop. All of these factors combine to improve
productivity and the bottom line.

For individuals, online MBA brings education to their homes on their time - very
appealing to many of those who are busy with careers, raising a family, or are place
bound. Travel costs (including fuel, parking, and vehicle maintenance) are all but
eliminated. Other tangible costs such as child care and food can be drastically reduced.
The benefits also include being able to spend more time with family and learning when
your motivational level is highest (Embrey, 2005).

Modules

I will recommend to The University of Greenwich to offer online MBA in module that it
is offering in classrooms in these days. Reason for that is that the “core courses” are
corresponding to the world standards and there is not too much to change. This also
should help to the university to launch the online MBA more smoothly without many
additional requests for new tutors, etc. Changes could be done on “optional courses”.
They should suites to the business situation on targeted market much more and they
should include the “today’s hot topics”: as privatization, strategy & transformation,
economics reforms, health care and pension system reforms, partnership & collaboration,
etc. Optional courses should also include the “future hot topics”: as e-business &
technology, international investments, management consulting, environment. Course
should be finished with assignment focusing on practical management problem of own
choice. Students will have to produce a report of between 12,000 and 15,000 words.
According to the English education standards, online MBA should have 240 credits.

16
Course duration and intakes

The course should be divided to four semesters about six months each; plus there should
be one extra semester to write the final assignment. The University of Greenwich should
organize two intakes per year (January, September). The flexibility is one of the essential
characteristic of the online MBA. According to this, later UoG could have 4 intakes per
year to get maximum share in market, product flexibility and diversity. UoG also could
offer two or three different course durations. I will suggest offering this after the third
year of running the online MBA program or after the moment, when the program will be
well-established. This should avoid any additional problems and costs at the starting year.
Helpful could be to do detail marketing research, if there are any needs for that.

Entry requirements

I will recommend to keep the entry requirements same as they have been set up for
“classic” MBA: A minimum of 2 years' business experience and a good UK honors
degree or equivalent. If English is applicants’ second language, they will need a TOEFL
score of greater than 600 or an equivalent English qualification. Exceptionally,
candidates without formal educational qualifications but who meet the other criteria will
be considered (UoG, 2005).

Tuition / fees

I will advise to keep tuition policy as it is. Even the discount policy is well going in The
University of Greenwich. The fees could be paid in installments for each semester before
the beginning of semester. However there should be discount 5% of price if the fees are
paid in full. The price will be given in following section.

4.3 Pricing

Pricing decision is important part of marketing plan. Price affects the margin through its
impact on revenue and also affects the quantity sold through its influence on demand (Mc
Donald, 1995).

17
There are three main aspects that will affect the price of online MBA program for Czech
market: costs, demand of the program and competitors prices. Following figure is
focusing on prices of our direct competitors. On the left side is price range of online
MBA offered by US institutions in the world market ($5,500 - $25,000). On the right side
is price range of classrooms MBA programs offered by Czech institutions in the Czech
market ($2,500 - $20,000). The black line on the right side represents the price of only
one online MBA program that has been directly promoted in the Czech market so far
($9,000). This online MBA program is offering PIBS, which is Czech institution based in
capital city - Prague and which is co-operating with Manchester Metropolitan University.

Figure 4.3.1 Pricing online MBA

$25,000
Prices in USA - online

$20,000

$9,000 Price in Czech - classrooms

$5,500

$2,500

Sources: CAMBAS, PIBS, WorldWideLearner

I will recommend price $10,000/£5800 (red line in above figure). The University of
Greenwich could increase the price at the moment when its online MBA program will be
well established on the targeted market.

4.4 Promotion issues

Perception is a key factor in the field of marketing communications. MC plays an

important role in influencing those perceptions and creating images go far beyond the
normal functional factors and may affect the choice of a brand (Yeshin, 1999).

18
To get the right message across the market the right promotional mix is required. We
need to use a right balance of promotional mix to implement our strategies well. The
tools of marketing communication are regarded as advertising, sales promotion, public
relations and personal selling (Fill, 2005).

Advertising

Advertising should help to build general awareness and general corporate/product image.
I will recommend advertising in three different media: one newspaper, two periodicals
(one weekly, one monthly), and one online economic server.

Users/buyers of chosen media represent our targeted customers: people with higher
degree; high incomes; and already working on management position. Large group of
users are university students. Appendix 6 is giving detail profile of all chosen media.

Following figure is giving name of chosen media; their UK equivalents; their periodicity;
volume in which they are producing each time; selling price; size of advertisement in
millimeters. Important item of the tables is volume how many times the advertisement
will run before each intake and single price of running advertisement. All media has the
same owner, which is giving us discount 20%.

Figure 4.4.1 Cost of advertisement

Title HN Ekonom Moderni rizeni iHned
UK equivalent Financial Times Economist - Financial Times
Focused on Business Economy Management Economy
Title periodicity Daily Weekly Monthly Web
Advert. periodicity Weekly Weekly Monthly Daily
Volume 65,000 21,500 7,200 9,600
Selling price £0.35 £0.90 £2.35 Free
Size (mm) 297x212 210x140 171x244 250x250
Size of page Half page Half page Half page -
Color Color Color Color Color
X-times 5 5 6 40
Single price £3,590 £2,450 £640 £87
Discounts 20% 20% 20% 20%
Total price (*2) £33,028 £17,640 £6,144 £5,568
Total per year £62,380
Sources: www.economia.cz, 2006

19
I will recommend advertising in two waves during a year – always starting two or three
months before each intake. Advertising in HN newspaper should run weekly, as there is
every Tuesday section focusing on business and careers issues. Advertising in “Ekonom”
periodical should run also weekly, in periodical “Moderni Rizeni” it should run monthly,
and finally in online server “iHned” it should run 40 days in roll or just only on business
days. Complete marketing budget will be present in section 5.1 Marketing budget.

Sales promotion

The University of Greenwich as same as online MBA program could be promoted in

different events – job fairs, educational fairs and seminars.

Job and educational fairs are good because of possibility to address customers more
personally. Seminars are better for addressing higher amount of customers on tha same
place and in the same time. There is not necessary to prepare own seminars, it would cost
too much and there would not be possible to talk and promote the program for the whole.
I suggest to participate as a part of some business seminars and to inform during two
hours about MBA program.

Very popular seminars in Czech Republic are organized by Economia and IRR
institution. I will recommend to management to visit the WebPages and choose the most
suitable conferences and seminars by themselves.

Public relation

Public relation is important part of advertising. It is almost impossible to measure the

effectiveness of good or bad public relation, but it is essential to have a good media
relation to support good university or program image. I will suggest participating on
public discussions about long-life education and e-learning in all kind of media especially
in those that university will not advertise in (TV, radio). Following figure is giving media
consumption in Czech Republic.

20
Figure 4.4.2 Media consumption in Czech Republic (minutes per day)

250

200
Minutes a day

150

100

50 Radio
TV
Internet
0
1997 1998 1999 2000 2001

Sources: World association of newspapers

Personal Selling

Personal selling helps to increase product selling and to encourage purchasing. By using
this channel The University of Greenwich could directly target large business
corporations, enterprises, and financial institutions. For dealing directly with top
management of companies I will recommend to choose director of online MBA program
or his assistant, as he or she is the right representative with good knowledge of program
and good communication skills.

4.5 Distribution issues

Courses entirely online compared with courses delivered in classrooms rely more on
technology. Technology, especially the internet, provides a common virtual space for
students and tutors who are physically separated. As more and more technology tools
become available for online education, there is increasing interest among educators and
other professionals in the potential application of the tools in online courses. University
and students will have to use technologies as webCT, email, asynchronous discussion,
synchronous discussion, video/audio clips, PowerPoint Lecture File (Zhai and Liu, 2005).

21
WebCT online courses

Students could enter all courses 24hours a day, seven days a week by using WebCT.
They could enter other areas as for example:

 new course content,

 announcements from school,
 bookmarked URLs.

E-mail

Email will be probably the major communication tool. It’s typically used:

 introduce each course,

 answer individual questions,
 sent reminders or announcement.

Asynchronous Discussion Forum

Online discussion will be the key to online interaction. There should be different types of
discussion forums including whole class discussions, court forums, student coffee houses,
self-introduction forums, and expectation expression forum. Provide discussion questions
by tutors will be most common way to start asynchronous discussion. Asynchronous
discussion forums will mainly used in two ways:

 whole class discussion,

 for forum.

Synchronous Communications

Synchronous conferencing tools might enable students to bring more issues to the
attention of their tutors as their program mates as they interact and provide just-in time
course feedback. Synchronous communications in the online courses include:

 chat rooms,
 live meeting service.

22
 5. Budgets, performance analysis

In many ways this part of the marketing plan is the area that will ultimately “sell” the
plan to those who have the power to give final approval. This section consists of three
key topics:

 Marketing Budget - presents a clear picture of the financial implications of the plan.
 Performance Analysis - presents the expected results of the plan including its impact.
 Implementation Schedule - shows timelines and identifies those responsible for
performing tasks (KnowThis.com).

5.1 The marketing budget

This section should lay out spending requirements necessary for meeting the plan’s
objectives. Following table is giving amount of the main marketing expenditures for first
three years.

Figure 5.1.1 Marketing budget

Year 1 Year 2 Year 3

Advertising
HN 33,028 34,679 36,413
Ekonom 17,640 18,522 19,448
Moderni rizeni 6,144 6,451 3,387
iHned 5,568 5,846 8,164
TOTAL 62,380 65,499 67,413
Sales promotion
Job Events 3,000 3,000 3,000
Education Events 3,000 3,000 3,000
Seminars 5,000 5,000 5,000
TOTAL 11,000 11,000 11,000
Public relation
Relative cost 5,000 5,500 6,000
TOTAL 5,000 5,500 6,000
Personal selling
Relative costs 10,000 11,000 12,000
TOTAL 10,000 11,000 12,000
Others
Marketing plan 10,000 5,000 5,000
Others 2,000 2,000 2,000
TOTAL 12,000 12,000 7,000
TOTAL £100,380 £104,999 £103,413

Source: Own source

23
 5.2 Performance analysis

This section should contain financial implications of the plan in terms of contributions to
the company’s bottom line. However, the marketing plan is generally a component of a
larger business plan. I do not cover a full financial discussion such as a full balance sheet,
income statement, detailed ratio analysis, etc. It also has not been required to prepare this
part of marketing plan.

5.3 Implementation

This section provides main activities that should be undertake before launching new
online MBA program commencing September 2006.

Figure 5.3.1 Activities

2005 2006
Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan
Marketing plan - -
Advertisment
Book place -
Run HN advert. - - - - - -
Run Ekonom advert. - - - -
Run Moderni Rizeni advert. - - - - - - - - - - -
Events
Book place on events - -
Economia
IRR
Meeting corporation
Send info emails - -
Send prospectus - -
Arrange meetings - - - -
Confirm meeting date - - - -
PR
Send emails and info to TV sts - - - - -
Send emails + info to radio sts - - - - -
Send emails + info to other media - - - - -
Application process
Starting application process S - - - - S
Closing application process J - - - - - - J
Application board S S J
Send Results S J

24
 Processing fees
Send email S J
Send reminder S J
Send confirmation email S J
Others
Register to CAMBAS -
Contact CAMBAS members - - -

Duration - Related to January J

Start of month J Related to September S
End of month J Intake

Source: Own source

25
6. Long term marketing strategy

Long term marketing strategy defines what the University of Greenwich wants to
achieve but mainly how and there is necessary to involve possible risks as well.

Here follows the basic points:

 To build up strong position in the market and then keep it.

 To find out by which direction to go if the University will target new market
with the old product or renew product (program MBA) as well.
 To have the overview about market trends.
 To come with new ideas, e.g. new subject concerning market demand of
employees.
 To modulate MBA program regarding to students demands (market research
at currents students at the end of their studying and at potential students about
their expectations).
 To have the overview about competitors that they can not pull over students.
 To build up the name of the University of Greenwich on some principles
which the university makes up and will diversify from competitors (e.g.
monthly experience at the foreign company, lectures with people from
different business and the following discussion and solution of some
module’s cases).
 To monitor trends of technology, mainly internet and to adapt the program.

26
 7. Bibliography

CIA, 2005. The World factbook. CIA. [online]. Available from:

http://www.cia.gov/cia/publications/factbook/ [accessed 07.03.2006].

Coleman, S., 2005. Why do students like online learning?

WorldWideLearn. [online]. Available from:
http://www.worldwidelearn.com/education-articles/benefits-of-online-
learning.htm [accessed 09.03.2006].

De Mel, S. Course Assessment. WebCT – University of Greenwich. [online]. Available

from: http://scott.gre.ac.uk:8900/SCRIPT/11983_200500/scripts/serve_home [accessed
23.02.2006].

Graduate management admission council. Application trends survey 2004.

Graduate management admission council. [online]. Available from:
http://www.gmac.com/NR/rdonlyres/793B42B4-53ED-4F23-9684
54C9CD078402/0/ApplicationTrendsSurveyReport2004FINAL.pdf
[accessed 23.02.2006].

HN, 2006. Price list of advertisement. Economia. [online]. Available from:

http://economia.ihned.cz/download/economia/DET/cenik_inzerce_2006_
HN.pdf [accessed 09.03.2006].

Ekonom, 2006. Price list of advertisement. Economia. [online]. Available

from:
http://economia.ihned.cz/download/economia/DET/cenik_inzerce_2006_E
konom.pdf [accessed 09.03.2006].

Embrey, B., 2005. E-learning ROI. WorlWideLEarn. [online]. Available

from:

27
http://www.worldwidelearn.com/education-articles/e-learning-roi.htm
[accessed 23.02.2006].

Eurostat, 2005. Europa in figures – Eurostat yearbook 2005. Eurostat.

[online]. Available from:
http://epp.eurostat.cec.eu.int/portal/page?_pageid=1334,49092079,1334_4
9092421&_dad=portal&_schema=PORTAL [accessed 09.03.2006].

QAA, June 2004. Greenwich of University - Institutional audit. Quality Assurance

Agency for Higher Education. [online]. Available from:
http://www.qaa.ac.uk/reviews/reports/institutional/Greenwich04/RG093Greenwich.pdf
[accessed 23.02.2006].

iHned, 2006. Price list of advertisement. Economia. [online]. Available

from: http://economia.ihned.cz/img/eol/pdf/Price-
list%20of%20advertisement%20on%20iHNed.cz.pdf [accessed
09.03.2006].

Infozee. UK MBA programs. Infozee. [online]. Available from:

http://www.infozee.com/channels/mba/uk/mba-uk.htm [accessed
09.03.2006].

ITDL Journal, April 2005. Bricks and Clicks: A Comparative Analysis of

Online and Traditional Educational Settings. ITDL Journal. [online].
Available from:http://www.itdl.org [accessed 09.03.2006].

KnowThis.com. KnowThis Tutorial: How to Write a Marketing Plan. KnowThis.com.

[online]. Available from:
http://www.knowthis.com/tutorials/marketing/marketingplan1/8.htm [accessed
02.03.2006].

28
Maly, M., 2005. The Association of Czech MBA Schools. CAMBAS.
[online]. Available from: http://www.cambas.cz/stranka.asp?id=34
[accessed 09.03.2006].

Mc Donald, M., (1995), Marketing Plans. 3rd ed., Oxford, Butterworth-

Heinemann Ltd.

Moderni Rizeni. 2006. Price list of advertisement. Economia. [online].

Available from:
http://economia.ihned.cz/download/economia/DOT_2006/cenik2006_DO
T_ModerniRizeni.pdf [accessed 09.03.2006].

The University of Greenwich. Masters in Business Administration. The university of

Greenwich. [online]. Available from:
http://www.gre.ac.uk/courses/post/sch/bus/mba.html [accessed 23.02.2006].

The University of Greenwich. Tuition fees for home students. The university of
Greenwich. [online]. Available from: http://www.gre.ac.uk/students/finance/tuition-
fees/documents/home_fees_2005-2006.pdf [accessed 23.02.2006].

The University of Greenwich. Tuition fees for international students. The university of
Greenwich. [online]. Available from:
http://www.gre.ac.uk/students/finance/download/int_fees_06-07.pdf [accessed
23.02.2006].

Tutor2u. Ansoff product/market matrix. Tutor2u. [online]. Available from:

http://www.tutor2u.net/business/strategy/ansoff_matrix.htm [accessed
02.03.2006].

Tutor2u. Strategy – SWOT analysis. Tutor2u. [online]. Available from:

http://www.tutor2u.net/business/strategy/SWOT_analysis.htm [accessed
02.03.2006].

29
Vesely, L., 08.10.2004. About the project. Visegrad.info. [online].
Available from: http://www.visegrad.info/index.php?ID=text&IDt=7
[accessed 07.03.2006].

World Association of Newspapers, 2004. Activity Report 2004. World

Association of Newspapers. [online]. Available from: http://www.wan-
press.org/IMG/pdf/doc-515.pdf [accessed 09.03.2006].

WorldWideLearn. Major Trends That Will Affect Your Career Choices. World's Premier
Online Directory of Education. [online]. Available from:
http://www.worldwidelearn.com/online-education-guide/top-ten-job-trends.htm [accessed
23.02.2006].

Yeshin, T., (1999), Integrating marketing communications, Butterworth-

Heinemann.

Zhai, M., Liu, S. Technology use in online MBA Program. [online].

Available from:
http://www.uwex.edu/disted/conference/Resource_library/proceedings/05
_2050.pdf [accessed 09.03.2006].

30
 8. Appendixes
Appendix 1 – Comparison of 3 types of MBA programs offered by The
University of Greenwich
MBA
Campus
Maritime Greenwich
Attendance
1 year Full-time
Entry Requirements
A minimum of 2 years' business
experience and a good UK
honours degree or equivalent. If
English is your second
language, you will need a
TOEFL score of greater than
600 or an equivalent English
qualification. If your English
needs improvement, we are
able to offer a four-week
business English course prior to
the start of the MBA
programme.
Exceptionally, candidates
without formal educational
qualifications but who meet the
other criteria will be considered;
they will be expected to
demonstrate that they could
contribute to the programme
and cope with study at Master's
level
Assessment
Practical management problem
of own choice, from which you
produce a report of about
12,000 words; you may conduct
this research at Greenwich, with
your chosen company, or in
your own country
Career options
An MBA is regarded as
essential for career progression
in all areas
MBA MBA
Maritime Management Entrepreneurship
Campus
Maritime Greenwich
Attendance
1 year Full-time
2 years Part-time
Entry Requirements
A good UK honours degree, or
equivalent qualification, and a
minimum of 3 years' business
experience, a significant
proportion of which should be in
the maritime sector.
A candidate aged 28 or above
with a minimum of 7 years
experience but lacking a first
degree or equivalent may be
accepted at the discretion of the
programme leader.
Where English is a second
language, an IELTS score of 6.5
is required
Assessment
Examination, coursework and
dissertation
Career options
Progression within current
career
31
Campus
Maritime Greenwich
Attendance
2 years taught courses and 6
months for dissertation/
research by distance learning
Entry Requirements
Stage 1 (120 points): a first
degree and at least 3 years'
management experience at
senior level; or 7 years' board
level experience.
Stage 2 (120 points): a
management NVQ at level 5
equivalent for Executive
Diploma in Management from
the CMI; or a postgraduate
diploma in management studies
from the university or
equivalent; or 120 credits at
Master's level through APEL
Assessment
Examinations, coursework and
dissertation
Career options
An MBA is regarded as
essential for career progression
in all areas of management
Appendix 2 – Changes in the US MBA market
Change in Number of Total Applications Received, by Program Type
Three quarters (75%) of the full-time programs in the survey reported a downturn in the total number of
applications they received, compared with last year. Almost half (48%) of the part-time programs reported
a downturn in their total number of applications. And, even though about a quarter of the executive
programs reported a downturn, 53% of the executive programs said their application numbers were up.

Full-Time Program Analysis. Whereas three-quarters of the full-time programs reported a downturn in the
total number of applications received this year compared with last year, the traditional two-year programs
were more likely to report a downturn (78%) than the accelerated one-year programs (67%).

Year-to-Year Trends in Change in Number of Total Applications, by Program Type.

Over the past few years, full-time programs have experienced a great deal of unpredictability in their
application numbers. Very few full-time programs reported no change in the number of applications. In
2000 and 2001, the majority of full-time programs cited a slight increase in applications, and in 2002, the
majority cited a significant increase. In 2003, there was less cohesiveness; 21% cited a moderate decrease.
In 2004, the majority (41%) of full-time programs cited significant decreases.

Unlike full-time programs, part-time programs have experienced less unpredictability and less
cohesiveness. In 2002, 2003, and 2004, the majority of part-time programs cited no change in the number
of applications received. But “the majority” for part-time programs represents only about a quarter of the
programs. Typically, there is a lot of variability among part-time program trends. As a group, it was only in
2000 and 2001 when the majority reported an increase in applications.

Change in Number of Domestic Applications Received, by Program Type

The full-time programs in the survey were more likely than the other types of programs to report a
downturn in the number of domestic applications they received in 2004, compared with 2003. The
executive programs were more likely to report an upturn in the number of domestic applications they
received compared with last year. In fact, 45% of the executive programs reported an upturn, compared
with just over a quarter of the full- and part-time programs.

Full-Time Program Analysis. The full-time, accelerated one-year programs were more likely than the full-
time traditional two-year programs to report an upturn in the number of applications they received from
domestic applicants.

Change in Number of International Applications Received, by Program Type

Almost three-quarters (74%) of the full-time programs reported a downturn in the number of international
applications they received this year, compared with last year. One-third of the executive programs did not
report their change in international applications, but of those schools that did, they were most likely to
report no change in the number of international applications from 2003 to 2004.

How does this differ from last year? In 2003, a higher percentage of full-time programs reported an
increase in the number of international applications received (32%) and fewer reported a decrease (51%).
Also, in 2003, a higher percentage of executive programs reported no change in the number of international
applications they received (61%).

Full-Time Program Analysis. The full-time accelerated one-year programs were more likely than the full-
time traditional two-year programs to report an upturn in the number of international applications they
received.

32
Appendix 3 - Major Trends That Will Affect Your Career Choices
Aging The largest demographic group in the United States is heading for retirement. Of course,
retirement will mean something very different for many Baby Boomers, who have maintained
Baby their health and stayed in the job market longer than any other generation of citizens in our
Boomers country's history.

As they grow older, Baby Boomers will require more frequent, specialized medical care. They will
also want to maintain connections with careers and family for as long as possible. Therefore,
expect to see continued growth in fields that cater to their wishes. The assisted living industry will
continue to outpace other areas of health care, while growing teams of social workers will help
care for less fortunate Baby Boomers.

Better The stellar performance of the pharmaceutical industry combined with constant innovation in the
rest of the medical field helps us live longer, more productive lives. New treatments for
Medicine previously fatal diseases require new approaches for rehabilitation. Likewise, many adults expect
to work far beyond the traditional retirement age. Therefore, patients demand a new generation
of therapists and specialists to help prolong their quality of life.

Increased As today's parents demand higher quality from their child care providers, the marketplace has
responded with a variety of programs to help meet parents' needs. The explosive growth of pre-
Costs of kindergarten educational programs required highly trained educators that also demand more
Child Care competitive salaries than their predecessors. Therefore, especially in major cities, the cost of
caring for young children has skyrocketed.

As a result, early childhood education has become a more lucrative and more stable profession
than ever before. Traditionally a lower-paying job, new child care specialists can expect to earn
far more money today than peers that entered the field even a few years ago. On the other hand,
the rising cost of child care has encouraged many parents to seek opportunities to work from
home. Taking advantage of distributed work options, professions that allow parents to spend
time with young children have enjoyed rapid growth. Even when those positions pay less than
office jobs, the savings in opportunity cost created by avoiding paid child care adds tremendous
value for young families.

Rapid Despite fears that many companies look overseas for development of new technology, the rapid
advance of standards and the need for constant deployment assure technology workers of
Techno-gy consistent job security over the next ten years. Businesses of all kinds have found themselves
Growth locked into the equivalent of an arms race with their competitors. Companies must provide their
teams with the best equipment and resources, or face defeat.

Likewise, inventions and innovations assure technology workers that new machines, cables, and
other equipment will have to be installed every few years. Even the Internet, which was designed
to provide nearly limitless connections, is being overhauled to accommodate a previously
unimaginable number of new devices. Therefore, technologists that specialize in networking,
installation, and support will remain in high demand as more traditional businesses rely on new
technology to help them compete.

Distributed The giant factories and smokestacks of a hundred years ago are fading into the pages of history
books. Many of today's workers report for duty at smaller offices or manufacturing plants
Work connected by information networks and sophisticated shipping infrastructure.

A growing number of workers, especially specialized consultants and leaders, split time between
multiple locations at companies or client organizations. This trend has led to the use of
"hotdesking," where workers report to a different workstation at the start of each shift, instead of
keeping their own desk or cubicle. Many workers telecommute, allowing them to reinvest time
spent commuting into more productive work or family time.

As a side effect, more workers are relocating to larger homes, farther away from city centers.
Whether they want to enjoy more peaceful surroundings or they simply want to reconnect with
family or friends, these shifting workers create demand for home construction, renovation, and
infrastructure development.

33
Appendix 4 – Target market
GDP per capita in PPS
GDP per capita in Purchasing Power Standards (PPS), (EU-25 = 100)
Gross domestic product (GDP) is a measure for the economic activity. It is defined as the value of all goods
and services produced less the value of any goods or services used in their creation. The volume index of
GDP per capita in Purchasing Power Standards (PPS) is expressed in relation to the European Union (EU-
25) average set to equal 100. If the index of a country is higher than 100, this country's level of GDP per
head is higher than the EU average and vice versa. Basic figures are expressed in PPS, i.e. a common
currency that eliminates the differences in price levels between countries allowing meaningful volume
comparisons of GDP between countries. Please note that the index, calculated from PPS figures and
expressed with respect to EU25 = 100, is intended for cross-country comparisons rather than for temporal
comparisons.
Real GDP growth rate
Growth rate of GDP at constant prices (2000) - percentage change on previous year.
Gross domestic product (GDP) is a measure for the economic activity. It is defined as the value of all goods
and services produced less the value of any goods or services used in their creation. The calculation of the
annual growth rate of GDP at constant prices is intended to allow comparisons of the dynamics of
economic development both over time and between economies of different sizes. The growth rate is
calculated from figures at constant prices since these give volume movements only, i.e. price movements
will not inflate the growth rate.
Total unemployment rate
%
Unemployment rates represent unemployed persons as a percentage of the labour force. The labour force is
the total number of people employed and unemployed. Unemployed persons comprise persons aged 15 to
74 who were: a. without work during the reference week, b. currently available for work, i.e. were available
for paid employment or self-employment before the end of the two weeks following the reference week, c.
actively seeking work, i.e. had taken specific steps in the four weeks period ending with the reference week
to seek paid employment or self-employment or who found a job to start later, i.e. within a period of, at
most, three months.
Foreign Direct Investment intensity
Average value of inward and outward Foreign Direct Investment flows divided by GDP, multiplied by 100.
Average of inward and outward Foreign Direct Investment (FDI) flows divided by gross domestic product
(GDP). The index measures the intensity of investment integration within the international economy. The
direct investment refers to the international investment made by a resident entity (direct investor) to acquire
a lasting interest in an entity operating in an economy other than that of the investor (direct investment
enterprise). Direct investment involves both the initial transactions between the two entities and all
subsequent capital transactions between them and among affiliated enterprises, both incorporated and
unincorporated. Data are expressed as percentage of GDP to remove the effect of differences in the size of
the economies of the reporting countries.
Average gross annual earnings in industry and services
Of full-time employees in enterprises with 10 or more employees (ECU/EUR)
Gross earnings are remuneration (wages and salaries) in cash paid directly to the employee, before any
deductions for income tax and social security contributions paid by the employee. Data is presented for
full-time employees in "industry and services".
ICT expenditure - IT expenditure
As a percentage of GDP
Annual data on expenditure for IT hardware, equipment, software and other services as a percentage of
GDP. NB: GDP= Gross Domestic Product.
ICT expenditure - Telecommunications expenditure
As a percentage of GDP
Annual data on expenditure for telecommunication hardware, equipment, software and other services as a
percentage of GDP. NB: GDP= Gross Domestic Product.

34
Share of individuals regularly using the Internet
Percentage of individuals who accessed the Internet, on average, at least once a week
This indicator covers all individuals aged 16 to 74 who access the Internet, on average, at least once a
week, within the last three months before the survey. Use includes all locations and methods of access.
Share of households having a broadband connection
The availability of broadband is measured by the percentage of households that are connectable to an
exchange that has been converted to support xDSL-technology, to a cable network upgraded for Internet
traffic, or to other broadband technologies. It covers all households having at least one member in the age
group 16 to 74 years.
Hours worked per week of part-time employment
Spring
The average number of hours corresponds to the number of hours the person normally works. This covers
all hours including extra hours, either paid or unpaid, which the person normally works. It excludes the
travel time between the home and the place of work as well as the main meal breaks (normally taken at
midday). The distinction between full-time and part-time work is made on the basis of a spontaneous
answer given by the respondent.
Life-long learning
Percentage of the adult population aged 25 to 64 participating in education and training
Life-long learning refers to persons aged 25 to 64 who stated that they received education or training in the
four weeks preceding the survey (numerator). The denominator consists of the total population of the same
age group, excluding those who did not answer to the question 'participation to education and training'.
Both the numerator and the denominator come from the EU Labour Force Survey. The information
collected relates to all education or training whether or not relevant to the respondent's current or possible
future job.
Students
Tertiary education (1 000)
This table includes the total number of persons who are enrolled in tertiary education (including university
and non-university studies) in the regular education system in each country. It corresponds to the target
population for policy in higher education. It provides an indication of the number of persons who had
access to tertiary education and are expected to complete their studies, contributing to an increase of the
educational attainment level of the population in the country in case they continue to live and work in the
country at the end of their studies.
18-year-olds in education
Participation rates, all levels (%)
This indicator gives the percentage of all 18-year-olds who are still in any kind of school (all ISCED
levels). It gives an indication of the number of young people who have not abandoned their efforts to
improve their skills through initial education and it includes both those who had a regular education career
without any delays as well as those who are continuing even if they had to repeat some steps in the past.
Pupils learning English
Upper secondary general education (%)
This indicator presents the percentage of all pupils in upper secondary education (ISCED level 3) who are
learning English as a foreign language. It only covers general and not vocational education in countries
where English is described as a foreign language in the curriculum or other official document relating to
education in the country.

35
Appendix 5 – Needs, characteristics and benefits of potential e-learners

1. Students can "attend" a course at anytime, from anywhere. This means that parents
can attend to their children, then sit down to class; working students can attend classes
no matter what their work schedule might be, folks that travel for business or pleasure
can attend class from anywhere in the world that has internet access.

2. Online learning enables student-centered teaching approaches. Every student has their
own way of learning that works best for them. Some learn visually others do better when
they "learn by doing."

3. Course material is accessible 24 hours a day 7 days a week. Students have the ability
to read and re read lectures, discussions, explanations and comments. Often spoken
material in the classroom passes students by due to a number of distractions, missed
classes, tiredness or boredom.

4. In an online environment, attendance to class is only evident if the student actually

participates in classroom discussion. This increases student interaction and the
diversity of opinion, because everyone gets a say, not just the most talkative.

5. Online instructors come with practical knowledge and may be from any location across
the globe. This allows students to be exposed to knowledge that can't be learned in
books and see how class concepts are applied in real business situations.

6. Using the internet to attend class, research information and communication with other
students teaches skills in using technologies that will be critical to workers in the 21st
century business community that works with colleagues globally and across time zones.

7. Participating online is much less intimidating than "in the classroom." Anonymity
provides students a level playing field undisturbed by bias caused by seating
arrangement, gender, race and age. Students can also think longer about what they want
to say and add their comments when ready. In a traditional class room, the conversation
could have gone way past the point where the student wants to comment.

8. Because online institutions often offer "chat rooms" for informal conversation between
students, where student bios and non class discussions can take place, there appears to
be a increased bonding and camaraderie over traditional class environments.

9. The online environment makes instructors more approachable. Students can talk
openly with their teachers through online chats, email and in newsgroup discussions,
without waiting for office hours that may not be convenient. This option for communication
provides enhanced contact between instructors and students.

10. Online course development allows for a broad spectrum of content. Students can
access the school's library from their PC's for research articles, e-book content and other
material without worries that the material is already "checked out."

11. Students often feel that they can actually listen to the comments made by other students.
Because everyone gets a chance to contribute, students are less irritated with those
that "over contribute" and can ask for clarification of any comments that are unclear.

36
12. Over 75% of colleges and universities in the U.S. offer online degree programs, with
online degrees as respected as "on the ground" degrees. (Lewis)

13. Online classrooms also facilitate team learning by providing chat rooms and
newsgroups for meetings and joint work. This eliminates the problems of mismatched
schedules, finding a meeting location and distributing work for review between meetings.

14. Students often comment that online learning lets them attend class when fully awake and
attend in increments of convenient time block, rather than rigid 2 or 4 hour stretches once
or twice a week.

15. Because there are no geographic barriers to online learning, students can find diversity of
course material that may not be available to them where they live or work. This is
especially true for professional training such as medical billing training or purchasing
training and for students in remote rural areas that cannot support college or vocational
training centers.

37
Appendix 6 – Media profiles

UK Equivalent is Financial Times. HN is newspapers edited from Monday to Friday

focusing on press service with many economical analyses and comments. HN is focusing
on several areas: Czech economy, International economy, corporate economy, financing,
and business topics. HN is cooperating with The Wall Street Journal Europe and
Handelsblatt.
Buyers/Readers
People with higher degree, working on middle or top management, specialists,
enterprisers and university students. Buyers of HN also have high level of incomes and
high living standards.

UK equivalent is Economist. Ekonom is periodical edited every Tuesday. Ekonom

provides its readers with information about leadership, management, investments,
government and municipalities. Ekonom provides interviews with TOP Czech and
International managers and businessman. Ekonom is the most favorite in its category in
Czech Republic.
Buyers/Readers
Buyers are mainly managers, businessman, politics, officials, universities and other
institutions as institutions offering MBA, People with higher degree and higher incomes.

Moderni Rizeni is offering management and leadership know-how, new management

approaches and trends, case studies, profiles of TOP managers, and results of different
studies and researches.
Buyers/Readers
Buyers are TOP managements, businessman, experts, and consultants.

iHned.cz is online server, where the reader could visit WebPages of all peridocals and
newspapers owned by Economia.

Buyers/Readers
2/3 of users are men, in the age 20-49 years. 40 % of users have master degree, 20% are
enterprisers, 25% of them have high incomes, they are living in cities that have over
100,000 habitants and 25% are living in Prague. They are working on middle or TOP
managements.

38