| A marketing strategy is a map that gets your | | | | but the reality is that the better we know exactly |
| second or foreign language program where you want | | | | what we offer, the more likely we are to attract |
| to go. It gives you a plan to promote your program, | | | | exactly the right student. |
| target the right students and allocate your resources | | | | 4. Know your competition. Take the time to find out |
| wisely. Trying to grow your program without having | | | | who else is offering similar courses. In today's world, |
| a plan is like going on a road trip without a map. You | | | | there are very few totally new ideas, products or |
| may get somewhere, but will it be where you | | | | services. It is in your best interest to know who else |
| wanted? | | | | is offering something similar to you. Remember these |
| Marketing strategies are useful in any organization | | | | tips to success: "First, best or different." If you are |
| dedicated to generating revenue. In the case of | | | | the first one ever with a new idea, product or |
| language education, they're also useful for boosting | | | | service, lucky you. If not, you want to either be the |
| awareness about your program, having better public | | | | best at what you do, or offer something slightly |
| relations, recruiting more students and increasing | | | | different from your competition. |
| enrollments, even if you're not expected to make | | | | 5. Determine who your market is for your courses. |
| money. Some people may tell you that you need a | | | | This may seem self-evident, but all too often, |
| program degree or a marketing expert to prepare a | | | | program managers say, "Well, everyone is a potential |
| strategy. While these things may help, you can | | | | student!" That's not true. After you define your |
| outline a basic plan yourself, even if you don't have a | | | | program and assess its strengths and weaknesses, |
| program background or the resources to hire a | | | | then you are in a position to ask yourself, "OK, who |
| consultant. Common sense, a clear head and a vision | | | | needs this most?" Whoever needs it most is your |
| of where you want your program to go can do | | | | best target market. |
| wonders for helping you prepare a good, solid | | | | 6. Establish a budget for marketing, promoting and |
| marketing strategy. In fact, the process of creating | | | | advertising. This is often the hardest part. Some |
| that vision can create marketing opportunities you | | | | people say that 20% of the gross annual earnings of |
| would otherwise miss, simply because you are able | | | | a program should be funneled back into promoting it. |
| to clearly describe your program anywhere, any time. | | | | Often, language programs are reluctant to put a |
| Here are 7 essential elements of a successful | | | | number on how much they want to spend on |
| marketing strategy. | | | | marketing. In this case, one of two things often |
| 1. Define your program. What are you offering? | | | | happens: either you overspend or you miss excellent |
| Define it clear, simple, objective terms. Depending on | | | | opportunities to promote your program. |
| what it is you are selling, your definition may be one | | | | 7. Keep track of what you spend on promotions and |
| line or several paragraphs. You want to be able to | | | | the results. This takes time. The idea is to track what |
| concisely answer the question, "So, what programs | | | | works for your program and what doesn't. You can |
| does your school offer?" If you fumble for an | | | | speculate all you want, but unless you have numbers |
| answer - or don't have one at all - your marketing | | | | in front of you, the idea that you have is just a |
| efforts may never be sufficiently focussed to help | | | | hunch, not fact. |
| prospective students decide on you. Depending on | | | | Marketing is a critical component of language program |
| what you're offering, your definition may be one line | | | | management and administration. In my PhD |
| or several paragraphs. If you offer more than one | | | | dissertation, "Marketing of Revenue-generating ESL |
| type of program, consider having a broad, but | | | | Programs at the University of Calgary: A qualitative |
| concise definition for all of it, along with brief | | | | study" (S. Eaton, 2009) I found that most language |
| definitions of each individual type of program. | | | | program administrators have little training in |
| 2. Highlight the benefits. How will your student benefit | | | | marketing. Some have very little interest in it, either. |
| from your program? This can be tough to articulate. | | | | The reality in today's world is that language programs |
| One way to do this is to ask yourself, "If I were a | | | | need to boost their image and generate as much |
| student, what would I get out of this program? | | | | interest as possible to increase student and |
| What good is it to me? Why would I want it?" | | | | community engagement. |
| Another way to think of it is, "For what problem | | | | A final reminder: marketing and sales are not the |
| does this program provide a solution?" For example, if | | | | same. I like to say that marketing is about people |
| you manage a small language program benefits to | | | | and sales is about dollars. Marketing takes place over |
| your students may include personal attention and a | | | | a longer term is closely tied to building relationships. |
| friendly atmosphere. If you offer specialized courses | | | | This takes time. Even if you don't have huge dollars |
| in pronunciation, that is another benefit for students. | | | | to invest in marketing your program, the time you |
| 3. Be clear about the strengths and weaknesses of | | | | spend developing a strong, effective marketing |
| your program. Let's be clear. Every language program | | | | strategy is an investment in your program, your |
| has limitations. Trying to be all things to all people | | | | future and your success. Write your own road map |
| may hurt you in the long run. We may like to think | | | | to success and then enjoy the journey! |
| that the market for whatever we offer is limitless, | | | | |