网络营销传播和教育培训——以斯洛文尼亚为例研究外文翻译.doc

网络营销传播和教育培训以斯洛文尼亚为例研究外文翻译 外文翻译Internet Marketing Communication and Schools: The Slovenian Case StudyMaterial Source: Research papers Author: Ales Tankosic;Anita Trnavcevic Worldwide, some 1.32 billon people now use the Internet Internet World Stats 2007. In the developed countries the Inter-net is also present in educational institutions; schools use the Internet as a means of communication with their customers. In Slovenia,however,research focusing on Internet marketing communication are rare in the field of education. This paper provides the theor etical framework and the results of the qualitative case study conducted at a school centre in Slovenia in 2005. Data were collected through group interviews and document analysis. The findings support the School Centre teac-hers claim that the Internet does not enable personal contacts and the sensory collection of physical evidence, which are considered to be major disadvantages of Internet marketing communication. The teachers who consider Internet marketing communication to be an advantage stress the importance of virtuality which can function as a simulation of communication in the real world. Their adversaries, on the other hand, stress the importance of the physical world and warn us of the negative sides of virtuality. Key words: education, marketing, internet marketing, internet marketing communication 1Introduction Globalisation and the intensification of competition, chan-ges in demographics regarding birth rate, the comparisons of quality of educational systems and the adaptation to the EU standards, the impact of information communi-cation technology ICT, and focus on customer satisfac-tion are some of the factors influencing the marketing stra-tegies of schools in Slovenia and worldwide Snoj 2007. A number of changes have occurred in Slovenian schools, such as a decrease in the birth rate and a related decrease in the number of students enrolled in kindergartens, pri-mary and secondary schools; changes in school manage-ment and governance i.e. changes in the structure of the school board, a greater autonomy that was devolved to schools and a call from the government to make networ-king between schools more effective than they were in the past Trnavcevic 2007. Moreover, the importance of information technology is being given even greater atten-tion in our nations schools The Internet is a constituent part of information technology. It has changed the view of organisation management greatly and brought fundamental changes in this fieldZinkhan 2005; Weber 2007; Crovella and Krishnamurthy 2006. Internet World Stats 2007 claimsthe number of Internet users in Slovenia has increased by 296% between the years 2000 and 2007. The latest data concerning Slovenia show that 64% of its inhabitants are currently using the Internet Internet World Stats 2007.A growing trend towards the Internet use can be seen in schools as well; for example in the school year 2007/08 The National Education Institute of the Republic of Slove-nia 2007 is offering twenty seminars on the Internet. The seminars offer not only a basic knowledge of the Internet as a source of information, but also present it as a tool of marketing communication. Internet marketing communication is a constituent part of internet marketing, having a considerable number of advantages in comparison with other communication tools:cost efficacy,time and geographic dimensions, massiveness, interaction with users, speed, a high level of segmentation and personalization, and data measurement Weber 2007; Hanson 2007; Kalyanam and McIntyre 2002. Due to these advantages Internet marketing com-munication has been introduced into schools. However, no research on its efficacy and attitudes of its users, emplo-yees in schools or other school customers, has not been conducted in the field of education in Slovenia as of this date. The purpose of our study was to explore the views, attitudes and perceptions that participants, teachers emplo- yed in the selected School Centre, have regarding Internet marketing communication. The School Centre was chosen because it was the first among all other secondary schools to introduce a free system of e-management e-markbook etc. which is available for users on the InternetThe School Centre programmes focus on technical education, e. g. electronics, mechanical engineering, computer scien-ce, etc. The average age group of the students is between 15 and 18 years of age. The development and implementation of the website is entirely the product of the School Centre teachers. The population consisted of 112 school teachers, grouped into three schools. One might argue that multiple views should be included in the study in order to avoid bias and sin-gular perspective. However, teachers who, according to Barnes 1993: 6 and Evans 1995: 16, represent internal providers who are an important group in the process of marketing communication between schools and customers. We argue that if teachers do not accept Internet marketing communication, there are few, if any possibilities that such communication will be successful in its initial stage. Teac-hers commitment and understanding of the role of Inter-net marketing communication and their positive attitude towards this kind of communication form the foundation for the development initiative from the school side. The presented research is a qualitative case study. Data was gathered by group semi-structured interviews and documentary analysis. For each school of the School Centre we conducted separate group interviews with six teachers. The research questions were derived from theo-retical discussions and published research. The analysis was done by a content analysis method Angrosino 2005; Esterby-Smith, Thorpe and Lowe 2005.Interviews were recorded and transcribed which enabled detailed text analysis. Data, in the form of the transcribed text, was then categorised. 2 Internet marketing communication ? theoretical background Chaffey et. al. 2006: 6 define Internet marketing as ?the application of the Internet and related digital techno-logies to achieve marketing objectives and support the modern marketing conceptStrehovec 2003: 28 argues that the World Wide Web is a sociable, rather than techni-cal creation intended for people to interact. Chaffey et. al. 2006: 34 state that the Internet enables interactive com-munication between marketers and customers, customers themselves and the competitionUsers can learn more about products, or services by allowing them to interact with the Web site. It also provides for a greater accumu-lation of customer knowledge as it is customer-oriented concerning his or her needs and wants. Weber 2007: 120 argues that each phase of developing and positioning a product or service on the Internet can provide feedback information to the business from its best experts, that is its customers. Weber 2007: 122 also discusses the essence of this interaction; by offering feedback information, custo- mers can influence the companys decisions about certain products or services. A customer becomes a team worker, an external expert whose opinion is of crucial importance to the marketerBy promoting interaction through the use of chat, virtual communities, Web conferencing, etc., marketers can have direct access to customer feedback Allen, Kania and Yaeckel 2001. Certainly this type of interaction and customer feedback is relevant for educa-tional institutions as well. Nowadays, new programmes are being introduced into Slovenian schools; unfortunately, the opinion of their potential customers is not being considered adequately. The enrolment of students in new programmes is often disappointingUp-to-date feedback information from customers is recommended, which could increase the effi-ciency and efficacy in planning and introducing innovative programmes The Internet has been proven to be a most useful and effective tool in the field of service marketing e. g. e-consulting, e-finance, e-education, etc. and products which can be digitalized e. g. books, specialized literatu-re, software, music, games, photographs, etc. and easily transferred, with lowest risk and without any additional costs, to the customers Hansen 2007; Hart, Greenfield and Johnston 2005; Weber 2007. On the basis of data concerning Internet users beha-viour, the Internet allows for greater segmentation and personalization Kalyanam and McIntyre 2002; Hanson 2006. Weber 2007: 79 and Hanson 2006: 297 claim segmentation enables the creation of virtual communities that result from shared interests, relations and transac-tions. A virtual community is a collection of people whose online interactions are based upon shared enthusiasm for knowledge of a specific activity Bakardjieva 2003; Solomon 2002. Such sites allow members to congregate online and exchange views on issues of common interest. From the point of view of marketers, virtual communities represent an exceptional source of information for grea-ter knowledge of customer behaviour Solomon 2002; Weber 2007; Hofacker 2001. Dreyfus 2001: 104 criticizes virtual communities by warning against anonymous chatterers from all over the world who do not take any risks at all. According to Strehovec 2003: 321, todays world tends to criticize the Internet; namely, the cyber-space experience is far more impoverished than the physical one since it excludes physi-cal contact; hence cyberspace is a platonic environment of pure and ideal identities and processes where because of the lack of physical contact, passions and interests can be fatal. Dreyfus 2001: 55 criticizes cybernetic Platonism where the role of a body is absent, and accumulated infor-mation on the World Wide Web makes us think the world is a senseless collection of billions bits of data and a sense-less environment defined by bodies, wishes, interests and intentions. The attraction of the World Wide Web is in its disappearing relevance. Consequently Dreyfus 2001: 79 argues that nothing is so trivial that could not be included, and nothing is of such irrelevance that could not be inclu-ded. We agree that Dreyfuss reproaches are too static and impractical since Internet marketing communication does not necessarily imply the separation of body and mind. Dreyfuss opinion is opposed by Kotler and Kellers supposition 2006: 493 that even e-organizations use, besi-des the Internet, the so-called offline, traditional tools of marketing communication. Internet marketing communi-cation cannot entirely replace other forms of marketing communication. On the contrary, the success and efficacy of Internet marketing communication depend on the appropriate integration and use of traditional marketing communication tools which inform the customers about the existence and location of the website on the Internet. Virtual space can certainly be understood as a place fil-led with ideal identities, but it is impossible to exclude the physical factor, that is an individual in the real world from the virtual one. Owing to the advantages gaining poten-tial users, a specific educational organization can idealize its own identity with the help of the InternetIrrespective of the level of virtuality, the process of communication bet-ween schools and its customers needs a physical point of view which can satisfy the need for physical evidence. Yet, it is questionable whether the idealizing of a proper iden-tity is useful and reasonable. It is in the interest of schools to obtain new students who are able to fulfil the demands of a programme and finish their studies. However, financial and intellectual theft, as well as virtual violence, are some of the disadvantages of the Internet Weber 2007 Although there is much hype and media attention to the privacy on the Internet, onli-ne users are skittish. Customers are concerned about the security and confidentiality of their personal information in the online environment Svantesson 2007. The fragility of trust is in fact a characteristic of the virtual environ-ment. Trust, which is hard to build, can be easily betrayed Balkin and Noveck 2006; Skyrme 1998. The advantage of Internet marketing communica-tion is its cost efficacy in the sense of gaining customers and observing their behaviour, developing relationships with customers and exhibiting a great deal of flexibility when paying attention to the customers needs and wants Weber 2007; Strauss, El-Ansary and Frost 2005.The characteristics mentioned above are a challenge for all schools in general and for the school that is the subject of this study. From 2005 on, the School Centre has been working on the project entitled MoFAS. The new system should enable schools to have greater autonomy and responsibility for the results of the education they offer their customers. It should stimulate greater economy and solutions to identified problems which will improve the quality of its programmes as well as reduce costs, and enable a faster reaction to the needs of the labour market and environment MoFAS 2004.译文网络营销传播和教育培训?以斯洛文尼亚为例研究 资料来源:研究论文集 作者:Ales Tankosic;Anita Trnavcevic 当今世界,将近1.32亿的人正在使用互联网(据2007年全球网络统计)。在发达国家,互联网也逐渐被应用到教学领域当中。然而在斯洛文尼亚,以网络营销传播为主的研究在教育领域还是非常罕见的。这篇文章提供了理论数据框架和2005年在斯洛文尼亚的教育中心进行的定性案例研究的结果。数据的收集是通过大众采访和文献分析得来的。这一发现,支持了教育中心老师的观点,即网络不能确保个人的联系和物理感觉证据的收集,这些被认定为网络营销的劣势。那些认为网络营销传播是一个优势的老师,强调了虚拟世界的重要性可作为一种模拟通信存在于现实世界上。他们的反对者,在另一方面,强调了物质世界的重要性,同时对虚拟世界的负面影响也向我们提出了警告。 关键词:教育,营销,网络营销,网络营销传播 1.概述 全球化竞争的不断加强,在人口统计数据中关于出生率,教育质量的对照系统,以及“适应”欧盟标准的改变,信息技术的影响,关注顾客的满意度等,这些因素影响着在斯洛文尼亚和全世界的学校的营销业绩snoj,2007。在斯洛文尼亚的学校产生的多项改变,如人口出生率下降,在幼儿园、小学和中学登记注册的学生也相对减少,学校和政府的管理的变化(在IE中更改学校董事会结构),这是一个更大的自主权下放给学校和政府,使互联网在学校的作用比以前更有效(Trnavcevic,2007)。此外,信息技术的重要性,在我们国家的学校被给予更高的关注。 互联网是信息技术的一个组成部分。它已经在很大程度上改变了组织管理的观点并带来了这个领域根本性的变化(Zinkhan 2005韦伯2007; Crovella、Krishnamurthy,2006)。在2000年和2007年之间,互联网世界统计(2007年)的互联网用户数量在斯洛文尼亚增加了296%。有关的最新数据表明,斯洛文尼亚64%的居民目前使用互联网(据世界互联网在2007统计)。在学校可以看到越来越趋向于互联网的使用;例如在2007年8月,共和国研究所的国家教育结构(在2007年)在互联网上提供了二十次研讨会。研讨会不仅提供了互联网的基本知识,作为信息资源,而且还表现为一种营销传播工具。 网络营销传播是网络营销的组成部分,具有比其他通信工具更多的优势:成本有效性、时间和地理方面、块状、用户反应、速度、市场细分和个性化程度高、宏观数据的统计(韦伯2007,汉森2007,Kalyanam、McIntyre 2002)。由于这些优势,网络营销的沟通杂志已被引入学校。然而,没有学校或其他学校的客户研究其有效性及其用户的态度,迄今为止,也一直没有在斯洛文尼亚的教育领域被运用。 我们的研究目的是为了探讨意见、态度和看法,就是参与者、教师在选定的教育中心提出的有关于网络营销沟通。教育中心之所以被选择,是因为它是在所有其他中学里率先引进了电子管理系统,是为互联网上的用户提供免费系统。教育中心的方案注重技术教育,电子,机械工程,计算机技术等课程。学生的平均年龄是15至18岁。 网站的开发与实施完全是教育中心教师的产品。人员由112所学校的教师组成,并被分成了三所学校。或许有人会说多种意见应包括在研究中以避免偏见和奇异视角。然而,有教师根据巴恩斯(1993:6)和埃文斯(1995:16),代表内部供应商,他们才是在学校与顾客间的营销沟通中真正的重要群体。我们认为,如果教师不接受互联网营销传播,也有少数人,如果有可能,这种传播将在其初始阶段就成功。Teac-hers的承诺和对网络营销传播的角色的理解以及对网络营销的积极态度,为学校一方发展主动权奠定了基础。 所提出的研究是一个定性的案例研究。数据的收集主要通过半结构访谈和文献分析。对于教育中心的每所学校,我们进行了单独的小组访问六个教师。研究问题均来自theo-retical讨论和发表的研究成果。分析是采用的是内容分析法(Angrosino 2005; Esterby-Smith, Thorpe and Lowe 2005)。访谈记录和转录确保了详细的文本分析数据,形式的转录文本,以便于当时的分类。 2.网络营销传播?理论背景 Chaffey et. al.(2006:6)定义网络营销为互联网的应用软件以及相关的数字化技术,用来实现营销目标,支持现代营销理念。Strehovec(2003:28)认为万维网是一种社会性的,而不是技术人员使用主旨在为人们创造互动。Chaffey et. al.(2006:34)说,互联网确保了营销者和客户之间,客户自身和竞争之间的互动沟通。用户可以通过互动网站学习到更多关于产品或服务的知识。它还提供了一个更大的消费者知识的积累,因为它是以顾客为本的关于他或她的需求。韦伯(2007:120)认为,每一个发展和定位的产品或服务可以在互联网上提供其最好的专家,这是它的客户反馈信息的业务。韦伯(2007:122)也讨论了这种相互作用的本质,通过提供反馈信息,客户群体可以影响对某些公司产品或服务的决定。一个客户成为一个团队工作,一个外部专家的意见对营销者极为重要。通过促进互动采用聊天、虚拟社区、网络会议等,营销人员可以直接获得客户的反馈(Allen, Kania and Yaeckel 2001)。当然,这种形式的互动和客户反馈类型是于教育机构有关的。 如今,新的方案正在被引入斯洛文尼亚学校,不幸的是,他们的潜在客户的意见没有被充分考虑。在新课程的学生的入学率往往令人失望。最新的客户