Presentation of the paper "Marketing in the Hellenic private secondary education during the recession" which was presented in in the 1st International Congress on Management of Educational Units. December 7-9, 2018, Thessaloniki, Greece

1. MARKETING IN ΤΗΕ HELLENIC PRIVATE SECONDARY EDUCATION
DURING THE RECESSION

2. The purpose of this research, which was conducted between 15 June
2018 and 10 September 2018, is to investigate whether, during the
economic crisis, various secondary-education organizations in Greece
develop and pursue a marketing strategy

3. Apostolou Georgios
MSc MEU, Mathematician

4. Papatsimpas Achilleas
MSc Statistics and Operational Research,
Mathematician

5. Gounas S. Athanasios
PhD Candidate, MBA Int. Marketing, MBA, BA
Department of Marketing
Alexander Technological Institute of Thessaloniki

6. 125 Private Educational Institutions
Sample Definition
private
schools
6.4% private schools
student ages 12-18
secondary
tutorial
schools
foreign
language
centres
study
centres
5.6%
study centres
student ages 12-16
60% secondary tutorial
schools
student ages 12-18
18.4% foreign language
centres
student ages 12-18
8 75
23
7
special course
delivery
services
(private tutorial
schools)
129.6% special course
delivery services
(private tutorial schools)
student ages 12-18
125

7. A single cross-sectional study of 125 educational organizations
Educational Organizations
• 75 (60%) secondary tutorial schools
23 (18.4%) foreign language
centres
• 12 (9.6%) private tutorial schools
• 8 (6.4%) private secondary schools
• 7 (5.6%) study centres

8. PRINCIPALS QUALIFICATION
• In 88 (71.5%) organizations, the principals
are qualified Mathematicians, Physicists,
Chemists or Teachers of Language and
Literature
• In 6 (4.8%), degree holders of Economics
and Business Administration Departments
• In 20 (16%), they hold a Master’s Degree,
either in their field of expertise or in the
pedagogy of their discipline
• In 6 (4.8%) principals hold a post-graduate
degree in business administration and in
the administration of an educational
institution
• In 3 of them (2.4%) are PhD’s

9. Small educational institutions with few pupils
The number of students

10. Number of scientific staff members employed
Scientific staff
• 77 (61,6%) employ from 1 to 10 scientists
• 28 (22.4%) from 10 to 20
• 8 (6.4%) from 20 to 30
• 7 (5.6%) from 30 to 40
• 3 (2.4%) from 40 to 50
• 2 (1.6%) more than 50

11. Concerning the implementation of a marketing plan
Strategy
• 67 (54%) do not produce a
marketing plan
• 19 (15%) mixed strategy
• 15 (12%) prefer diversification
strategy
• 15 (12%) focus strategy
• 9 (7%) low-cost strategy
Mixed strategies mainly focus on the
services offered and the school curriculum,
Low cost strategies focus on the tuition
price and the operation cost

12. Even though all educational institutions
.
Why ???
design their premises
to be appropriate for courses
set a pricing
policy
This fact could suggest that
these organizations are not aware
of what marketing is exactly
they claim that
they do not follow a marketing plan
invest in equipment
and advertising
plan curricula
and educational material

13. PRINCIPALS QUALIFICATION
• Only 12 (9,6%), degree holders
of Economics and Business Administration
Departments or post-graduate degree in
business administration and in the
administration of an educational institution
Mathematician
31%
Physicist
22%
Master in business
administration or in
the administration of
an educational
institution
Teacher of Language
and Literature
17%
Master Degree in
their field of expertise
or in the pedagogy
16%
Chemist
2%
Degree holder of
Economics and
Business
Administration
Departments
5%
PhD
2%

14. Of the organizations that implement a marketing plan
Τhe marketing department
48%
52
%
29 (48.3%)
outsourced their
marketing campaigns2931 (51.7%) made
their own plan
31

15. The units who outsourced their marketing campaigns
spent almost 30% more money than those who made
their own plan
Private tutorial schools, private secondary or high schools and study
centres more likely prefer for their marketing plan
On the other hand, tutorial schools prefer internal marketing

16. The factor was considered to be the most important
4 p’s marketing mix
68%
18%
10%
3%
In 6 (10%) units
Promotion
3
In 2 (3%) units
Place
4
The services offered
and the school
curriculum in 41
(68%) organisations
Product
1
In 11 (18%) facilities
Price
2

17. 38
13
7
0
10
20
30
40
1 year 2 years 3 years
The timeframe of the marketing project
Timeframe

18. Funds invested in the design and implementation of institutions project per year
INVESTMENT
2,4%
3 spend
3,000 to 4,000 €
14 spend
1,000 to 2,000 €
30,5%
15 spend
up to 1,000 €
25,4%
6,8%
4 spend
4,000 to 5,000 €
TOTAL
INVESTMENT
spend… €
5 spend
2,000 to 3,000 €
23,7%

19. 5114 € for private secondary or high schools,
4300 € for study centres,
3062 € for foreign language schools,
2842 € for private tutorial schools and
983 € for tutorial schools
A mean rank score in the cost of the marketing plan per year between the
different educational organizations is
As more money is spent on the marketing,
the students’ number increases

20. 14 15 15
13
2
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
1…3 3…6 6…9 9…12 12…
Organizations
When the first different results after the initial implementation of the marketing plan appeared
The first different results

21. A percent increase in profit before taxes
Profits
9
16
13
11
5
2
0
2
4
6
8
10
12
14
16
18
5 10 15 20 25 30

22. A percent Improvement in students' academic performance
Academic performance
9
16
10
18
0
2
4
6
8
10
12
14
16
18
20
5 10 15 20
There was a positive
correlation between the
average percentage change in
the student's academic
performance and the
percentage change in the
organisation's earnings after
the completion of the project

23. A percent increase in the number of scientific staff members being employed in these organisations
Scientific staff members
25
22
8
1 1
0
5
10
15
20
25
30
5 10 15 25 50
The more scientific staff members there are,
the higher the cost of the marketing plan.

24. QUESTIONS
and
ANSWERS
PLEASE FEEL
FREE TO ASK

25. THANK
YOU
FOR YOUR
ATTENTION

26. A Mann – Whitney U test showed that difference (U=577.500, p=.026<.05) with a mean
rank score of 34.91 for the outworkers and 25.25 for the internal department
A statistically significant difference in the cost of the marketing plan per year
between the different marketing operators
A Kruskal-Wallis H test with 𝑥2
(4)=27.744, p<.05 indicate that private secondary or
high schools pay more for their annual marketing plan. with a mean rank score of
51.14 for private secondary or high schools, 43 for study centres, 30.62 for foreign
language schools, 28.42 for private tutorial schools and 9.83 for tutorial schools
.
A statistically significant difference in the cost of the marketing plan per year
between the different educational organizations
Nonparametric tests can be used to determine if there are any statistically significant differences between two or more groups of an
independent variable on a continuous or ordinal dependent variable. In the case of two independent groups, the Mann – Whitney U
test is used, while in the case of more than two groups the Kruskal-Wallis H test is appropriate
Nonparametric tests

27. I. A Fisher’s test was calculated comparing the kind of the educational organization and the marketing
operator.
Private tutorial schools, private secondary or high schools and study centres more likely prefer
for their marketing plan than internal marketing teams. On the other hand, tutorial schools prefer
internal marketing. A significant interaction was found (p= .009 < .01)
II. Primary outcome results indicated a significant interaction in the sections that the organisation’s
strategy is focused and the marketing strategy that is pursued found (p= .002 < .01)
Mixed strategies mainly focus on the services offered and the school curriculum,
while low cost strategies focus on the tuition price and the operation cost
Fisher’s test
For a χ2 test of association, a recommendation on sample size that is commonly used is that no cell in the table should have an
expected frequency of less than one, and that no more than 20% of the cells should have an expected frequency of less than five. If the
expected frequencies and the sample size are too small, then Fisher's exact test can be used

28. Relationship between the amount of money that is invested in the marketing plan per year
and the number of students (r=.699, n=59, p<.001)
As more money is spent on the marketing,
the students’ number increases
The number of scientific staff members employed relates to the cost of the marketing
plan per year (r=.581, n=59, p<.001)
The more scientific staff members there are,
the higher the cost of the marketing plan.
Correlation coefficients are used to assess the strength and direction of the linear relationships between pairs of variables.
Because of the fact that all the variables are not normally distributed, Spearman's correlation coefficient is used
CORRELATIONS AND RELATIONSHIPS (p<.001)

29. I. The percentage of the organisation's pre-tax profits after the completion of the project and the percentage
change in the organisation's earnings after the completion of the project (𝑟𝑠 = .776, n = 51)
II. The percentage of new enrolments after the completion of the project and the percentage change of the
organisation's pre-tax profits after the completion of the project (𝑟𝑠 = .638, n = 55)
III.The average percentage change in the student's academic performance and the percentage change in the
organisation's earnings after the completion of the project (𝑟𝑠 = .464, n = 51)
Use these slide templates to insert text
TEXT STYLECORRELATIONS AND RELATIONSHIPS (p<.01)
As for the correlation analysis, it was interesting to note that all the following variables were correlated at the p <.01
significance level by using Spearman's rank-order coefficient. There was a positive correlation between: