Marketing Plan Example free essay sample

Marketing Plan Example MARKETING COMMUNICATIONS PLAN EXECUTIVE SUMMARY Acreditation UK operates as a client funded full cost recovery business. In 2004-05 and again in 2005-2006, the Scheme unusally experienced a surplus totalling of ? 38,633 as a result of a surge in applications to the Scheme in the latter half of the year. This fund has been forward accrued to 2006-07 and the Accreditation Scheme Board has requested that a costed plan be prepared, outlining an option for the use of these funds. At the June 2006 meeting of the Executive Board, ? 5k of these surplus funds were earmarked for an inspection allocation software project leaving ? 23,633 for a marketing and communications project. In light of the significant changes (outlined in the body of this plan) which have recently and will in the near future take place and which impact on the accredited and non-accredited UK ELT sector, this report sets out a comprehensive and strategic marketing and communications plan for the rel aunch of the Accreditation UK offer in 2006-2008 using as budget the ? 23,633 accrued from 2005-06. The proposed marketing and communications programme encompasses above, through and below the line media and includes a comprehensive timetable, budget and mechanisms for effectiveness monitoring. PART 1: Marketing Plan 1. KEY TARGET MARKETS 1. 1 The non-accredited UK ELT sector . Our main objective for marketing and communication should be to increase membership of the Scheme, focussing on the private sector and taking advantage of the interest created by the impending Home Office register, set to replace the current DfES register in early 2007. There may be as many as 1000 unaccredited ELT providers; however estimates suggest that only 300 of these are on the current DfES register. This segment of the market appears to be, from past research, predominantly smaller principal owned and managed operations. Specific segments to target include: †¢ private sector small providers (especially important to draw these into Accreditation as they are more likely to seek ABLS accreditation; although recent talks on merging the schemes may effectively resolve this); private sector medium to large providers (before accreditation becomes compulsory); †¢ International Study Centres (building on recent work to make Scheme more appealing to specialist market); †¢ FE (colleges that still have eligible activity); †¢ HE (including current BALEAP members). 1. 2 UK ELT providers currently accredited under the Scheme. There are currently 398of an estimated 1400 providers i. e. 28. 4%. The market figures are only estimated as the re are no firm figures for the number of ELT providers in the UK. The relationship with existing members and their continuing satisfaction with the Scheme is also critical to achieving an increase in market share. 1. 3 International students . Raising the profile of the Scheme overseas, through British Council offices and communication with important influencers such as agents and teachers is also important in increasing the perceived value and therefore attractiveness of the Scheme. This is achieved through co-ordination with EL promotions colleagues in English UK and the British Council and out of scope for this plan. 2. MARKET SHARE 2. 1 Since April 1998, growth in market share for the Scheme is 2. 5%, assuming a static market of 1400. (April 1998: 350 members, February 2005: 386). The net annual growth (as a percentage of the membership) has varied from -0. 26% to 3. 14%, with the membership fairly static at the 370 mark from 2000-2003 then starting to rise again with an annual net gain of 9 new members. 2. After years of steady growth, the Scheme reached a static point between 2000 and 2004 with membership figures remaining at the 370 mark – membership gains were being balanced out by loss of membership through school closures, mergers and withdrawals from membership. In 2004, the numbers once again started to rise as a result of increased interest in the Scheme prompted by marketing initiatives in 2003-04 and the Home Office announcements of an immig ration led regulatory initiative for education providers, including English language providers, and the subsequent implementation of the DfES education providers’ register in January 2005. . GROWTH POTENTIAL 3. 1 Given the current market, with a significant increase in interest in the Scheme from the private sector but taking account of potential losses in the state sector cancelling out some of the gains in the private sector, a growth to 420 members by June 2007 would represent a good indication of growth . 3. 2 It is expected that compulsory accreditation will be a requirement for entry on the new Home Office register of education providers from mid-2007 for the ELT sector. Increased demand for Accreditation UK accreditation and growth in market share is expected as a consequence. 3. 3 Research will be required to clearly identify the full extent of the potential market, building on the Morrow report , Accreditation Unit database, English UK database and information to be gleaned from the DfES register . In addition to identifying eligible organisations, the research will need to categorise them according to size and identify any significant sub-sectors in respect of style of delivery or type of provision. 3. Whilst targetting the largest market segment, small to medium sized private sector providers, may result in the greatest increase in interest in the Scheme, relative success rates for different segments of the market would suggest that this may lead to relatively limited short-term growth compared with other segments or even sub-segments. The pass rate for first inspections in the state sector has historically been higher than the private sector â €“ standards may already be higher and the organisations are familiar with the rigours of quality assurance. Previous applicants for accreditation (both unsuccessful first applicants and former members who have withdrawn from the Scheme) may also represent a greater opportunity for short-term growth because they are already familiar with the standards required and are more likely to be able to reach them if they can be persuaded to reapply . 3. 5 Providers who have already invested in an English UK consultancy should also be in a better position to achieve accreditation when they proceed to making an application. 4. PRODUCT PERFORMANCE 4. Accreditation UK is internationally recognised as the global benchmark language provision accreditation, and virtually all similar accreditation schemes worldwid have been modelled on it. 4. 2 The Scheme caters to a wide range of provision from the state and private sector including private language schools of all shapes and sizes to FE colleges and HE language centres and Departments of English. 4. 3 The graphic device used by providers accredited under t he Accreditation UK scheme to show their accredited status is a valuable marketing tool. It acts as quality marque and incorporates the British Council logo, an internationally recognised trust brand. 4. 4 In addition to the right to use the accreditation marque, a USP of the Scheme is the unique wraparound benefits and additional services offered by the partners in the Scheme. 4. 5 The main USP of the Scheme itself for the students and agents overseas is that all teachers are observed. It is the only scheme worldwide which does this. 4. 6 Research with the non-accredited sector has shown that the Scheme is perceived to be expensive and bureaucratic and non-inclusive of smaller providers and direct method providers . . 7 Below is a reduced version of a SWOT, in a TOWS matrix, which seeks to analyse the main internal and external factors. New opportunities are identified, leveraging factors strategically. Strategies Tactics And Key Opportunities internal elements (right) Internal strengths 1. 900+ contacts from 2000 2. Guest list from PIBs 3. Well-developed PIB events 4. Redesigned, user-friendly HB 5. Annual customer satisfaction survey (20% response rate ‘05) 6. Lobbying potential – Neil Kinnock and DG, members of the Board Internal weaknesses 1. Lack of firm data on market 2. Follow-up on failed applicants or drop-outs 3. marketing materials 4. Scale of response to applicants (scrutiny) 5. website (under development) external elements (below) External opportunities 1. Industry regulatory initiative created by DfES register 2. English UK – database, consultancies 3. British Council UK regional hubs 4. English UK and other regional EL provider associations †¢ Identify candidates and push for higher conversion rates †¢ Identify and improve services using feedback †¢ Co-ordinate briefings w/ regional hubs for promotional purposes †¢ Continue rive for quality improvements in customer services and marketing effort e. g. use DfES register as a marketing tool for the Scheme †¢ Need for greater engagement with the sector External threats 1. Other Schemes:ABLS, BAC, BALEAP 2. DfES Register – Ofsted 3. DfES ESOL funding †¢ Identify and target providers accredited under other Schemes †¢ Lobby DfES/HO – single n ational Scheme †¢ Negotiations with ABLS on a single national Scheme †¢ Partial inspections w/ BALEAP, BAC(? ) †¢ RD required for developing product offer to cover other provision e. . online, ESOL (? ) 4. 8 As the performance-importance matrix below illustrates, investment in the short term must be in those areas in the top left hand box. Importance-Performance Matrix (related to target group 1) for 2006 low performance high performance high importance Web; marketing materials; new applicant support, inspectors (consistency/standardisation) Pre-inspection briefings low importance Media profile; cost to small schools; Publishable statements Handbook improvement (in the short term) 4. 9 Risks 4. 9. Lose interested pproviders to competitors if information is not easy to access and well-targeted 4. 9. 2 Turn eager providers away if unable to support them up to successful inspection 4. 9. 3 Lose smaller providers to ABLS unless we offer a mutually affordable price to smal ler operators 4. 9. 4 Shift in delivery: state to ESOL; HE to overseas; private sector to in company, distance or online provision 5. PRODUCT APPEAL 5. 1 The perception of this product/service that we are aiming to create is linked to the brand personality and characteristics identified in market research and customer feedback. BRAND PERSONALITY TARGET AUDIENCE BUZZ WORDS POSSIBLE CAMPAIGN THEMES Flexible welcoming Relevant, New/Revised Helping you grow your business Accessible Helpful, Approachable What are you waiting for? Ask us! Inclusive Context, Understanding No London weighting – fair inspections across the UK – coast to coast we inspect you all Reasonable Value for money, Investment Invest in yourself and reap the rewards Uncompromising quality Show your quality Identify yourself as a quality provider 6. COMPETITIVE STANCE 6. Sources of competitive advantage to position the Scheme better and grow market share. †¢ Well established, professional quality Scheme – observes all teachers †¢ Largest ELT specific accreditation Scheme in the world : 409 compared with 160+ (BAC, few significant ELT), 33 (ABLS) and 18 (BALEAP); Australia’s NEAS accredits circa 200 †¢ Scheme capable of change FAIR theme †¢ Prices may still be perceived as high but the value for money draw is higher. Point of interest: ABLS have now revised their fees and are on parr with Accreditation UK. The major and unique selling proposition or extra value proposition is the power of the brands and networking/ distribution channels and additional services offered as a consequence of accreditation by the two partners in the Scheme, English UK and the British Council. (British Council reputation – internationally recognised and trusted quality brand; English UK reputation – brand building since May 2004 – gaining strong international recognition (agents); British Council overseas network – strong marketing advantages and potential to Accreditation UK providers)