Marketing Management University Sample

8/16/2019 Marketing Management University Sample

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Marketing Management

Presented by

SIDXXXXX

BD415031S: Marketing Management

(3,963 words)

SID: XXXXX


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Marketing Management SID: 0922010

5 May 2012

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!is "a"er #o$%ses on &ng'ia %skin ni*ersit+, and t!e a%t!or !as inter"reted t!e

term $%stomer-as re"resenting a #%''.time / %ndergrad%ate st%dent st%d+ing at one

o# t!e instit%tion-s main ast o# ng'and $am"%ses

1 Using suitable models identify the customer ercei!ed !alue for the

customers for a roduct"di!ision"com any of your choice

2o' rook (1999, " 5) de#ines $ons%mer *a'%e as an interactive relativistic

preference experience and e "'ains t!at t!e notion o# $ons%m"tion e "erien$e

is $entra' to t!e $reation o# $%stomer *a'%e e$a%se $%stomers- desire in t!at

regard a##e$ts t!eir re'ations!i"s wit! "rod%$ts re'ati*e to t!eir "ersona' tastes,

t!e "re#eren$e 7%dgments t!e+ make, and t!e $ir$%mstan$es in w!i$! t!e+ #ind

t!emse'*es (2o' rook, 1999, " 9)

!is de#inition s%ggests t!at w!at "eo"'e desire is not t!e "rod%$t or ser*i$e wit!

w!i$! t!e+ intera$t, %t t!e e "erien$e w!i$! t!at "rod%$t or ser*i$e wi'' de'i*er

#or t!em8 t!is anti$i"ated e "erien$e is t!ere#ore t!e "er$ei*ed *a'%e In t!e

$onte t o# a "ros"e$ti*e &ng'ia %skin st%dent, one $an identi#+ t!eir "er$ei*ed

*a'%e as eing t!e desire to en!an$e t!eir $areer "ros"e$ts, ma+ e to de*e'o"

"ra$ti$a' 'i#e ski''s and inde"enden$e, or "er!a"s sim"'+ #or t!e sense o#

a$ademi$ a$!ie*ement t!at o taining a %a'i#i$ation wo%'d "ro*ide

2o' rook (1999, " 1 ) "ro"oses a +"o'og+ o# ;ons%mer


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satis#a$tion (se'#.oriented) or to im"ress ot!ers (ot!er.oriented) I# t!e #ormer,

t!e "er$ei*ed *a'%e $an e $ategorised %nder Excellence , ot!erwise

%nder Esteem

>eit!am' (19??) and Monroe (1990, " 46 $ited in @oodr%##, 199A) s%ggest t!at

$ons%mer "er$ei*ed *a'%e is determined + $ons%mers, t!ro%g! a s% 7e$ti*e

7%dgment made in $onsideration o# a'' t!at t!e+ gi*e and re$ei*e . t!e ene#its

and sa$ri#i$es . asso$iated wit! a "rod%$t

;onsidering t!is a""roa$! in re'ation to t!e a#orementioned "ros"e$ti*e st%dent

o# &ng'ia %skin, a $om"re!ensi*e ana'+sis o# t!e 'ike'+ $%stomer "er$ei*ed

ene#its and sa$ri#i$es $an e %ndertaken to %nderstand t!e organisation-s *a'%e

o##ering:

#enefits

& $%stomer 'ooking to %ndertake a #%''.time !ig!er ed%$ation $o%rse wo%'d

e "e$t to re$ei*e:

2ig! %a'it+ t%ition, wit! s%""ort and g%idan$e a*ai'a 'e #rom a""roa$!a 'e,

know'edgea 'e and ent!%siasti$ a$ademi$ sta##

De'i*er+ o# a $o%rse o# st%d+ t!at is di*erse and inte''e$t%a''+ stim%'ating wit!

a mi o# t!eoreti$a' and *o$ationa' $ontent t!at re'ates to re'e*ant

$ontem"orar+ rea'.wor'd iss%es

& %a'i#i$ation t!at is re$ognised in t!e em"'o+ment market"'a$e as a mark

o# !ig! a$ademi$ a$!ie*ement, and awarded + a re"%ta 'e and res"e$ted

!ig!er ed%$ation instit%tion, %'timate'+ t!at #a$i'itates en!an$ed $areer

"ros"e$ts

De*e'o"ment t!ro%g! t!e tea$!ing and 'earning "ro$ess, o# re'e*ant ski''s

and know'edge t!at wi'' en!an$e t!e $%stomer-s em"'o+a i'it+ #o''owing

grad%ation

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&n a$$essi 'e st%d+ 'o$ation a $am"%s w!i$! en7o+s good trans"ort 'inks

and one w!i$! o##ers t!e most %".to.date tea$!ing #a$i'ities and reso%r$es

$o*ering e*er+t!ing #rom I e %i"ment to ooks . is attra$ti*e, $om#orta 'e

and se$%re, and o##ers re$reationa' s"a$e and #a$i'ities a st%dent ar,re#e$tor+ and $as! ma$!ines #or e am"'e

Cositi*e $%stomer ser*i$e e "erien$es #rom t!e administrati*e s%""ort

ser*i$es t!at %nder"in a$ademi$ de'i*er+

!e o""ort%nit+ to de*e'o" so$ia' ski''s and make new #riends

Sacrifices

In ret%rn #or w!at t!e $%stomer e "e$ts to re$ei*e, t!e+ are "re"ared to gi*e %":

!e e##ort re %ired to %ndertake t!e 'earning and assessments ne$essar+ to

o tain t!e %a'i#i$ation t!e+ desire

!e mone+ ne$essar+ to "a+ #or . in most $ases t!is wi'' entai' a 'ong term

st%dent 'oan de t t%ition #ees, and a'so t!e $ost o# st%d+ reso%r$es s%$! as

stationer+, ooks and "er!a"s I e %i"ment

ime to attend 'e$t%res and t%toria's, and to de*ote to a signi#i$ant amo%nt o#

se'#.st%d+8 a'so so$ia' time wit! t!eir #riends and #ami'+

!e o""ort%nit+ o# #%''.time em"'o+ment and t!e #is$a' ene#its t!at entai's

@oodr%## (199A) o ser*es t!at t!e wa+ di##erent de#initions o# $%stomer *a'%e are

$onstr%$ted make t!em di##i$%'t to $om"are, and attem"ts to $onso'idate t!e *ast

od+ o# $on$e"ts on t!e s% 7e$t into a !ierar$!i$a' means.end #o$%ssed mode'

(&""endi ) ;%stomer "er$ei*ed *a'%e is deri*ed #rom an assessment o# t!e

"rod%$t in*o'*ed, t!ro%g! t!e %se o# t!at "rod%$t, and %'timate'+ in t!e

a$!ie*ement o# t!e $%stomers- end o 7e$ti*e t!ro%g! "rod%$t %se

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ig%re 1 a""'ies t!is mode' in t!e $onte t o# t!e st%dent $%stomers o# &ng'ia

%skin ni*ersit+

Beginning at t!e ottom o# t!e !ierar$!+, t!e st%dent $%stomer e*a'%ates t!e

o*era'' !ig!er ed%$ation "rod%$t-, t!en meas%res t!e e "erien$es t!e+

en$o%nter t!ro%g! t!e %se o# t!e "rod%$t (in t!is $ase, it is ass%med t!at

st%d+ing re"resents %se- o# t!e "rod%$t) against w!at is desired in t!at regard

&t t!e to" o# t!e !ierar$!+, t!e %'timate goa' o# $areer de*e'o"ment is

$onsidered

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2 $ritically e!aluate the e%isting !alue ro osition of the

roduct"di!ision"com any you ha!e chosen& $om are and contrast the

!alue ro osition 'ith that of the leading com etitor in your sector

Model $hosen

In t!e dis$%ssion t!at #o''ows, t!e ;%stomer


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and, for the last three years have had the highest rise in U$%&

applications of all East and est 'idlands! universities.(

(B; , 01 a)

Im"ortant'+, t!ere is a'so a 'ink to “learn more about us( and t!is takes t!e *isitor

to #%rt!er re'e*ant in#ormation a o%t t!e %ni*ersit+-s *a'%e "ro"osition !ere are

statements e "'aining t!at t!e instit%tion-s focus on practice)based learning

provides students with access to cutting)edge facilities and real)world

experience( and t!at “students gain the skills employers tell us they need( (B; ,

01 )

Mission+ *ision+ *alue ,nalysis

Hn its we site, &ng'ia %skin "resents its *a'%es, its *ision and a s%mmar+ o# its

$or"orate o 7e$ti*es . t!ese are s!own in #ig%re and t!e instit%tion-s #%''

$or"orate "'an wit! a'' o# its 15 o 7e$ti*es is a*ai'a 'e to down'oad #rom t!e

we site (& , 01 d)

*alues

• A sense of belonging . e are proud to be part of %nglia *uskin University. e

know that lifelong relationships are formed here.

• A a!emi ambition . e want our teaching and research to be excellent. e are

determined that our students and staff will realise their full potential.

• Inno"ation . e are purposeful, challenging and curious about our world. e are

prepared to do things differently. e are creative, entrepreneurial and bring

enthusiasm to everything we do.

• S#$$orting ea % ot%er . e are friendly and inclusive, and celebrate individuality

and diversity. e support and encourage everyone, and strive hard to anticipate

and meet needs and aspirations.

• &onest' an! o$enness . e operate with integrity, trust and respect for each

other and we deliver on our promises. e share ideas, information and

challenges and we seek out views and opinions.

• (on ern for t%e en"ironment . e want our concern for a sustainable

environment to inform every aspect of what we do.*ision • e are passionate about the advancement of knowledge and the education of

students.

• e take university education in imaginative new directions.

• e are important to the region and want to be viewed in the UK and

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internationally as exceptional.

• Our key contribution is to the enhancement of social, cultural and economic

wellbeing.

$or orate

-b.ecti!es

• +ine out of ten students would recommend us to a friend.

•

Each aculty-s teaching receives public endorsement of its uality overall and isrecognised as a UK leader in one or more of its disciplines.

• Each aculty hosts one or more international standard research centres.

• /01 of our activity is at postgraduate level and we award at least 0# 2h3s across

at least 4# disciplines each year.• e educate an e ual number of students off)site and on)site, through remote

delivery partnerships at home and abroad, and distance learning.• %nglia *uskin at $ambridge and %nglia *uskin at $helmsford are known as

magnets for overseas students and /#1 of our UK campus)based students are

from outside the EU.• Every student may study entrepreneurship and 4#1 of our students choose self)

employment when they leave us.

• Every year, we help at least /### organisations with Knowledge Exchange in

particular, through a range of on)campus business incubator facilities.• e are recognised for successful innovation in the way in which services are

provided and for imaginative new learning environments.• e are champions of employer and community engagement.

• e readily attract talented staff and prepare everyone to achieve our goals

through continuing staff development.*ig#re 2 + ,%e -al#es an! -ision of Anglia .#skin /ni"ersit'

&ource5 %*U, /#4/a

!ro%g! t!is materia', t!ere are e'ements o# a market mission 2owe*er, t!ere

are a $o%"'e o# iss%es

Issues

irst'+, it is not $'ear e a$t'+ w!o t!e %ni*ersit+ regards as its $%stomer ase

e+ond a genera' $'assi#i$ation o# st%dents- eading t!e instit%tion-s

"romotiona' materia' re*ea's t!at t!ere is no "arti$%'ar em"!asis on one t+"e o#

$%stomer o*er anot!er8 so on$e again, it is 'e#t to $%stomers to inter"ret !ow we''

a #it- t!e+ ma+ e wit! &ng'ia %skin and *i$e *ersa

&not!er iss%e is t!at w!at is e "ressed in t!e %ni*ersit+-s *a'%es and *ision #ai's

to arti$%'ate in an e##e$ti*e, $on$ise manner, e a$t'+ w!at &ng'ia %skin wi'' do

#or "ros"e$ti*e $%stomers &'t!o%g! t!ere is mention o# e $e''ent tea$!ing, o#

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st%dents #%'#i''ing t!eir "otentia', and o# "assion and ent!%siasm, t!ese a""ear

more as a 'ist o# "!i'oso"!i$a' !ig! idea's rat!er t!an $ommitments o# w!at t!e

%ni*ersit+ de'i*ers to its $%stomers !e $or"orate "'an $ertain'+ demonstrates

t!at t!e %ni*ersit+ !as identi#ied 'e*e's o# "er#orman$e t!at it $onsiders im"ortant

to a$!ie*e in order to s%$$eed in t!e !ig!er ed%$ation se$tor, %t t!e "'an $omes

a$ross as a to do- 'ist t!at t!e organisation is working to a$!ie*e . it is not

o *io%s !ow t!is trans'ates to ene#its #or t!e $%stomer

$om etitors /Mission+ *ision+ -b.ecti!e

Birming!am ;it+-s mission and *ision statementsa""ear on t!eir we site and are

s!own in #ig%re 3

-ur

Mission

6o transform the prospects of individuals, employers and society through excellence in

practice)based education, research and knowledge exchange.

-ur *ision6o be the leading university for creative and professional practice inspired by

innovation and en uiry.

$or orate

-b.ecti!es

• 6o provide transformational learning experiences, informed by our engagement

with employers, which extend educational opportunity and prepare our students for

successful and rewarding lives.• 6o be an exemplar for student engagement, working in partnership with students

to create and deliver an excellent university experience and achieve high levels ofstudent satisfaction and graduate employment.

• 6o extend our research base and, through the application of the knowledge we

generate, create advantage for students, employers and other key partners.• 6o extend our influence by building meaningful international partnerships which

enrich the lives of our students and enhance the intellectual endeavours of our

staff.• 6o invest in and support our staff to achieve excellence in all aspects of teaching,

research, knowledge exchange, student support and service delivery.•

6o ensure academic and financialsustainability, while providing maximumvaluetostudents and stakeholders andbehaving responsibly towards theenvironment.

*ig#re 3 + ,%e Mission an! -ision of irming%am (it' /ni"ersit'

&ources5 78$U, /#4/e

778$U, /#4/f

Birming!am ;it+-s mission and *ision statements do identi#+ a $%stomer ase

a't!o%g! it is *er+ genera' and $o%'d in t!eor+ in$'%de an+one 2owe*er,

e$a%se t!eir s%$$in$t statements are more dire$t and s"e$i#i$, t!e+ $on*e+ a

more $o!erent "%r"ose and are easier #or t!e $%stomer to inter"ret and

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%nderstand t!an &ng'ia %skin-s Birming!am ;it+-s $or"orate "'an is a'so more

$on$ise t!an &ng'ia %skin-s, and a""ears to e more dire$t'+ #o$%sed on t!e

$%stomer, wit! mention o# working in "artners!i" wit! and "re"aring st%dents #or

"ost.%ni*ersit+ 'i#e

%rning to !ow t!e two instit%tions "osition and di##erentiate t!emse'*es #rom

$om"etitors (Cier$+, 009, " 3 ?), ot! make statements aimed at demonstrating

t!at t!e+ de'i*er $o%rses #o$%sed on "ra$ti$a' $areer o%t$omes rat!er t!an

"%re'+ a$ademi$ st%d+: &ng'ia %skin %ses "!rases s%$! as relevant to the

needs of industry and the professions and engaging and stimulating with9

emphasis on the ac uisition of practical skills (& , 01 ) and t!ere is

in#ormation a o%t a$$reditations and 'inks to ind%str+ t!at s%""ort t!ese

statements Meanw!i'e, Birming!am ;it+ mentions an em"!asis on making

grad%ates em"'o+a 'e (B; , 01 $, " 10) and its 'inks to ind%str+ t!at "ro*ide

work e "erien$e and "re"are grad%ates #or t!e working wor'd (B; , 01 $,

" 14)

&ng'ia %skin a'so e "'ains !ow t!e %ni*ersit+ "'a$es im"ortan$e on "re"aring

grad%ates #or work as "art o# t!eir st%dies and e "'ains !ow st%dents are

s%""orted, ad*ised and $oa$!ed t!ro%g! an m"'o+er Mentoring S$!eme (& ,

01 )

!e in#erred *a'%e "ro"osition eing $on*e+ed + &ng'ia %skinis t!at it wi''

de'i*er to $%stomers t!e know'edge and ski''s t!e+ need to s%$$eed in work8 t!at

t!e %ni*ersit+ wi'' make t!em em"'o+a 'e and t!at it is est "'a$ed to make t!ese

t!ings !a""en !is is a'' %nder"inned wit! t!e statisti$ t!at a""ears in t!e 01

#%''.time %ndergrad%ate "ros"e$t%s, e "'aining t!at 90 o# st%dents are in

em"'o+ment or #%rt!er st%d+ wit!in si mont!s o# grad%ating (& , 01 $, " )

%rt!ermore, t!e "ros"e$t%s dis$%sses t!e e "erien$e st%dents $an e "e$t wit!

regard to "re"aring #or t!eir "ost.st%d+ $areers (& , 01 $, " 11), "resented in

a t!is is w!at we wi'' do #or +o%- #ormat, and t!ere is simi'ar $ontent wit!in t!e

des$ri"tion o# man+ o# t!e $o%rses t!at t!e %ni*ersit+ o##ers in terms o# t!e

know'edge and "ra$ti$a' ski''s a grad%ate $an e "e$t to o tain

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2owe*er, w!i'st t!e t!is is w!at we wi'' do #or +o%- a""roa$! is an e##e$ti*e wa+

o# de'i*ering a *a'%e "ro"osition, Birming!am ;it+ seems to e a 'e to de'i*er its

message w!i$! in essen$e is simi'ar to &ng'ia %skin-s . in a more a$$essi 'e,

#or$e#%' and $om"e''ing wa+ Its we site sim"'+ states “% degree from

8irmingham $ity University is a passport to a successful future. rom the

:4;#million investment in our facilities to our great links with leading employers,

we provide our students with the skills they need to succeed.( (B; , 01 g)

!ro%g!o%t &ng'ia %skin-s "romotiona' materia', t!ere is #o$%s on t!e

dimension o# re'ations!i"s wit! $%stomers In t!e "ros"e$t%s, t!e


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01 8 & , 01 $8 & , 011), %t Birming!am ;it+ a'so does t!is (B; ,

01 8 B; , 01 $8 B; , 01 d) Cer!a"s w!at $o%'d e $onsidered one o#

&ng'ia %skin-s stronger marketing assets, and one w!i$! $ertain'+ di##erentiates

it #rom a'' %t one o# its $om"etitors is its;%stomer Ser*i$e $e''en$e (;S )

a$$reditation, re$ei*ed in re$ognition o# t!e !ig! standard o# $%stomer ser*i$e

t!at it "ro*ides (;S , 01 ) !e %ni*ersit+ is one o# on'+ two instit%tions in t!e

/ to !o'd t!e a$$reditation on anorganisation.wide asis, %t %n#ort%nate'+, t!e

"otentia''+ re"%tation en!an$ing #a$tor is not mentioned in an+ o# t!e "romotiona'

materia' t!at "ros"e$ti*e st%dents !a*e a$$ess to, aside #rom t!e a""earan$e o#

t!e ;S a$$reditation 'ogo in some "'a$es

Ht!er marketing assets s%$! as t!e %ni*ersit+-s Ski''smark a$$reditation, and its

stat%s as t!e 'argest "ro*ider o# %ndergrad%ate $o%rses in s% 7e$ts areas s%$!

as &r$!ite$t%re, B%i'ding and C'anning, and t!ose a''ied to medi$ine, are

"romoted on &ng'ia %skin-s we site (& , 01 )

Birming!am ;it+-s most distin$ti*e marketing assets is t!at as mentioned ear'ier,

t!e %ni*ersit+ is t!e !ig!est ranked Mi''ionE instit%tion in t!e 'atest ;om"'ete

ni*ersit+ F%ide Geag%e a 'e ( !e ;om"'ete ni*ersit+ F%ide, 01 ), and its

to".30 ranking #or "'a$ing grad%ates in work It a'so "romotes t!e #a$t t!at it was

t!e most in demand- %ni*ersit+ in terms o# t!e n%m er o# ;&S a""'i$ations, in

009 (B; , 01 a)

So t!e *a'%e "ro"ositions t!at !a*e een identi#ied #or t!e %ni*ersities are in

essen$e simi'ar Bot! "artner wit! ind%str+ to de'i*er re'e*ant, "ra$ti$a' $o%rses

t!at "re"are st%dents #or t!eir $!osen $areer + e %i""ing t!em not on'+ wit! t!e

know'edge t!at t!e+ need, %t a'so t!e ski''s and work e "erien$e ea$!ing

takes "'a$e in a we''.de*e'o"ed, $om#orta 'e, modern and we''.e %i""ed

en*ironment t!at wi'' make t!e 'earning e "erien$e "ositi*e #or t!e $%stomer

In terms o# distin$tion etween t!e two, w!i'st &ng'ia %skin em"!asises t!at t!e

$%stomer is s%""orted a$ademi$a''+ and "ersona''+ to make s%re t!e+ are !a""+

and a 'e to a$!ie*e t!eir #%'' "otentia', Birming!am ;it+ $an s!ow t!at more

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st%dents want to st%d+ wit! t!em @!ere Birming!am ;it+ $an oast o*er its

'eag%e ta 'e ranking "osition and its tra$k re$ord o# "'a$ing grad%ates in work,

&ng'ia %skin $an demonstrate it de'i*ers e $e''ent $%stomer ser*i$e t!at is

re$ognised and a$$redited + Fo*ernment

It is reasona 'e to s%ggest t!at ot! %ni*ersities- *a'%e "ro"ositions mat$! t!e

$%stomer "er$ei*ed *a'%e t!at was identi#ied ear'ier Bot! instit%tions !a*e

$orre$t'+ identi#ied, and demonstrate t!eir %nderstanding t!at #or a

"ros"e$ti*est%dent, *a'%e is deri*ed not on'+ #rom a "ositi*e and rewarding

e "erien$e d%ring t!eir st%d+, %t more im"ortant'+ t!ro%g! w!at t!e know'edge,

e "erien$e and %'timate %a'i#i$ation wi'' do #or t!em as a res%'t !ow t!e entire

%ni*ersit+ e "erien$e wi'' $!ange t!eir 'i*es #or t!e etter Bot! instit%tions make

it $'ear t!at t!eir intention is to "rod%$e grad%ates w!o are em"'o+a 'e, and

t!ere + we'' e %i""ed to tra*e' a'ong a s%$$ess#%' $areer "at!

2owe*er, t!e "ro 'em wit! &ng'ia %skin-s *a'%e "ro"osition is t!at it is not

de'i*ered to $%stomers in an o *io%s and a$$essi 'e wa+ !ere is not eno%g!

e "'i$it e "ression o# t!e ene#its or t!e e "erien$e t!e $%stomer $an !o"e #or

as a res%'t o# doing %siness- wit! &ng'ia %skin t!e e tent to w!i$! t!e

message is s%$$ess#%''+ de'i*ered re'ies on t!e $%stomer-s own inter"retation o#

t!e in#ormation w!i$! t!e+ !a*e to seek o%t t!emse'*es !is in itse'# is

$!a''enging e$a%se it is not o *io%s to "ros"e$ti*e $%stomers, !ow t!e+ $an

a$$ess t!e in#ormation t!e+ need Hn t!e we site #or e am"'e "ro a '+ t!e

#irst "'a$e a "ros"e$ti*e $%stomer wo%'d 'ook, t!ere is no sign"ost on t!e !ome

"age "ro*iding dire$tion to t!e essentia' in#ormation re %ired w!at wi'' &ng'ia

%skin do #or meK @!+ s!o%'d I $!oose &ng'ia %skin o*er t!e m%'tit%de o#

ot!er %ni*ersities t!ere areK

*en more $on$erning is t!at w!ere &ng'ia %skin !as t!e "er#e$t marketing

asset it $an de"'o+ as "art o# its *a'%e "ro"osition . t!e ;S a$$reditation . it

#ai's to mention it s"e$i#i$a''+ in an+ o# its "romotiona' materia'

Page 14 of 24


15/24


!e striking di##eren$e etween t!e a""roa$!es o# %ni*ersities is t!at w!ere

&ng'ia %skin-s *a'%e "ro"osition is o s$%re'+ %ried wit!in a mass o#

in#ormation on its we site, Birming!am ;it+-s *a'%e "ro"osition statement is

immediate'+ a""arent on its !ome"age !e statement is not "er#e$t it is

in$om"'ete %t it $at$!es a *isitor-s attention and "ro*ides a 'ink to more

in#ormation

;r%$ia''+, t!e *a'%e "ro"osition statement $ontains a "oint o# di##erentiation o*er

man+ o# its $om"etitors in its mention o# its to" 30 ranking #or "'a$ing st%dents in

grad%ate 'e*e' work !is favourable points a""roa$! to t!e *a'%e "ro"osition

(Cier$+, 009, " 336) !e'"s answer t!e %estion in t!e "ros"e$ti*e $%stomer-s

!ead . w!+ +o% instead o# anot!er %ni*ersit+K-

!e #r%strating iss%e #or &ng'ia %skin is t!at Birming!am ;it+ is not ne$essari'+

o##ering "ros"e$ti*e st%dents a s%"erior *a'%e "ro"osition . t!ere are "oints %"on

w!i$! &ng'ia %skin $an di##erentiate itse'# ake t!e 90 em"'o+a i'it+ statisti$

#or e am"'e, w!ere Birming!am ;it+ on'+ manage ?3 (B; , 01 d), t!e ;S

a$$reditation, or t!e #a$t t!at &ng'ia %skin is t!e 'argest %ndergrad%ate "ro*ider

in se*era' s% 7e$t areas (& , 01 ) !e iss%e is t!at t!ere is a 'a$k o#

e##e$ti*e $omm%ni$ation and "resentation

Page 15 of 24


16/24


In light of your analysis of your e%isting !alue ro osition and 'hat you

ha!e learnt in this module roduce

a& ,ne' !alue ro osition that 'ill match the !alue criteria of

your customers

&s identi#ied in se$tion two, t!e weakness o# &ng'ia %skin-s $%rrent *a'%e

"ro"osition is t!at it is o s$%re and ina$$essi 'e to $%stomers, and e$a%se

t!e identi#i$ation o# it re'ies on $%stomers- own inter"retations o# t!e

in#ormation t!e+ #ind a$ross t!e wide od+ o# "romotiona' materia' t!at

e ists, t!e message $an e missed or mis$onstr%ed

!e #o''owing "ro"osed *a'%e "ro"osition statement draws %"on t!e wide

od+ o# "romotiona' materia' t!at a'read+ e ists wit!in t!e %ni*ersit+, to

"resent a $on$ise, $om"e''ing statement t!at a'igns t!e a""arent *a'%es and

*ision o# t!e instit%tion to $%stomer "er$ei*ed *a'%es

,%ro#g% o#r ollaborati"e links it% in!#str' an! e e$tional

tea %ing in a mo!ern state of t%e art learning en"ironment e

!eli"er engaging stim#lating an! rele"ant o#rses t%at make

o#r st#!ents %ig%l' em$lo'able b' e #i$$ing t%em it% t%e

kno le!ge an! $ra ti al skills t%e' nee! to $#rs#e s# essf#l

areers #r o#tstan!ing #stomer ser"i e $ositi"el'

infl#en es e"er't%ing e !o an! is a re!ite! b' 8o"ernment

b& , lan to im lement the !alue ro osition e%ternally and

internally

&s we !a*e seen, t!e *a'%e "ro"osition #or &ng'ia %skin needed to e

identi#ied and e tra$ted #rom e isting "romotiona' materia' and "resented in

a wa+ t!at makes it a$$essi 'e and o *io%s to ot! t!e %ni*ersit+-s sta## and

to its $%stomers

Page 16 of 24


17/24


& ro %st marketing "'an is now ne$essar+ to im"'ement t!e de#ined *a'%e

"ro"osition, ens%ring it en$om"asses ot! interna' and e terna' marketing

dimensions

&n+ "otentia' arriers to t!e successful im lementation of the ne' !alue

ro osition 'ill come from inside the uni!ersity t!e em"'o+ees w!o

are re'ied %"on to make t!e ne$essar+ $!anges (Cier$+, 009, " 469) It is

t!ere#ore essentia' t!at an e##e$ti*e "'an is de*ised to ens%re em"'o+ees-

engagement and moti*ation is a$!ie*ed (&!med and a#i , 00 )

!ro%g! t!e marketing "'an, t!e engagement o# sta## wi'' e a$!ie*ed +

de*e'o"ing t!eir %nderstanding o# t!e *a'%e "ro"osition and moti*ating t!em

to de*ote t!eir energies towards its s%$$ess#%' im"'ementation in e##e$t

mo*ing w!at Farrett ($ited in Cier$+, 009, "" 4A4.4A5) $a''s t!e yes..buts -,

the dinosaurs! and t!e the dangerous enthusiasts! towards eing the ideal!

&s a #irst ste", a


18/24


t!at $an e %sed to aid "romotion o# t!e *a'%e "ro"osition to

$%stomers !is wi'' e a *a'%a 'e too' in a$!ie*ing sta## engagement

• Crior to an+ e terna' marketing, a working gro%" s!o%'d e $on*ened

to re*iew t!e $ontent o# a'' t!e instit%tion-s $o%rses and its tea$!ingmet!ods to ens%re t!e+ s%""ort t!e *a'%e "ro"osition &n+ $!anges

t!at are ne$essar+ to $om"'+ wit! t!e *a'%e "ro"osition s!o%'d e

made in $ons%'tation wit! t!e asso$iated sta## to ens%re t!eir %+.in

and $oo"eration is #ort!$oming

• 2o'd roads!ow "resentation e*ents de'i*ered + t!e


19/24


• & meeting etween t!e


20/24


,PP34DI$3S

, endi% 1

olbrook)s 6y ology of $onsumer *alue

Extrinsic Intrinsic

Self-oriented Active EFFICIENCY PLAY(O/I, (Fun)Convenience)

Reactive EXCELLENCE AESTHETICS(Quality) (Beauty)

Other-oriented Active STAT S ETHICS(Succe!!, ("i#tue,I$%#e!!ion &u!tice,'ana e$ent) 'o#ality)

Reactive ESTEE' SPI IT ALITY( e%utation, (Fait*,'ate#iali!$, Ec!ta!y,Po!!e!!ion!) Sac#e+ne!!,

'a ic)

&ource5 >>, p.4/?

Page 20 of 24


21/24


, endi% 2

(oodruff)s $ustomer *alue ierarchy Model

&ource5 oodruff =4>>@?

Page 21 of 24


22/24


7383734$3S

&!med, C a#i , M , 00 Anternal 'arketing ) 6ools and concepts for customer)

focused management H #ord, /: B%tterwort!.2einemann

& , 011 %nnual *eview /#4#B44. L"d# ;!e'ms#ord: &ng'ia %skin ni*ersit+

&*ai'a 'e at:

N!tt":==www ang'ia a$ %k=r%skin=en=!ome=+o%rO%ni*ersit+=a o%tOang'iaOr%skin=ann

%a'Ore*iew Main$ontent 000 #i'e tm"=ann%a'.re*iew. 011 "d#P L&$$essed 30 &"ri'

01

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P L&$$essed ? &"ri' 01

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A &"ri' 01

& , 01 $ /#4/ ull)time Undergraduate 2rospectus Lon'ine ;!e'ms#ord: &ng'ia

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& , 01 d $orporate 2lan /#4/)/#4D. L"d# ;!e'ms#ord: &ng'ia %skin ni*ersit+

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orate."'an Main$ontent 0001 #i'e tm"=$or"orateO"'anO 01 .14 "d#P L&$$essed 3Ma+ 011

Barnes, ; B'ake, 2 Cinder, D , 009 $reating 3elivering Four Galue 2roposition

) 'anaging customer experience for profit. Le. ook Gondon: /ogan Cage

&*ai'a 'e t!ro%g!: &ng'ia %skin ni*ersit+ Gi rar+ we site

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B; , 01 a elcome Lon'ine &*ai'a 'e at: N!tt":==www $% a$ %k=P L&$$essed 30

&"ri' 01

Page 22 of 24


23/24


B; , 01 %bout Us Lon'ine &*ai'a 'e at: N!tt":==www $% a$ %k=a o%t.%sP

L&$$essed 30 &"ri' 01

B; , 01 $ 8irmingham $ity University Essential Huide /#4/ I Upgrade Four

uture L"d# Birming!am: Birming!am ;it+ ni*ersit+ &*ai'a 'e at:

N!tt":==www $% a$ %k=Omedia=do$s=B; 0 ssentia' 0F%ide 0 0 6 11 "d#P

L&$$essed 30 &"ri' 01

B; , 01 d Employability Lon'ine &*ai'a 'e at: N!tt":==www $% a$ %k=st%dent.

in#o=$areers.and.7o ."ros"e$ts=em"'o+a i'it+P L&$$essed 30 &"ri' 01

B; , 01 e 'ission &tatement Lon'ine &*ai'a 'e at: N!tt":==www $% a$ %k=a o%t.

%s=$or"orate.in#ormation=missions.statementP L&$$essed 4 Ma+ 01

B; , 01 # $orporate 2lan /#44)/#4J L"d# Birming!am: Birming!am ;it+

ni*ersit+ &*ai'a 'e at: N!tt":==www $% a$ %k=Omedia=do$s=$or"orateO"'anO 011.

016 "d#P L&$$essed 4 Ma+ 01

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N!tt":==www $% a$ %k=%"gradeP L&$$essed 4 Ma+ 01

;S , 01 $urrent


24/24


!e ;om"'ete ni*ersit+ F%ide, 01 University eague 6able /#4" I 'illionL

Hroup Lon'ine &*ai'a 'e at: N!tt":==www t!e$om"'ete%ni*ersit+g%ide $o %k='eag%e.

ta 'es=rankings=KgRMi''ion EFro%" *RwideP L&$$essed 30 &"ri' 01

@oodr%##, B , 199A ;%stomer *a'%e: t!e ne t so%r$e #or $om"etiti*e ad*antage

Mournal of the %cademy of 'arketing &cience Le.7o%rna' 5 ( ), "" 139.154

&*ai'a 'e t!ro%g!: BS;H!ost B%siness So%r$e Cremier data ase L&$$essed 19

e r%ar+ 01

>eit!am', < & , 19?? ;ons%mer Cer$e"tions o# Cri$e, T%a'it+, and

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