New Market Development A beginning

1. New Market DevelopmentA beginning International Education Seminar Independent Schools of New Zealand August 2015

2. The Starting Point • It is NOT • Advertisements • Promotional material • A website • Participating in a fair • Signing up for every agent fam trip • And more

3. What are the right questions We need to talk about the: • What • To whom • How • Why • Where • Who

4. What are the right questions • What? • Do you focus on School life? History Alumni Academic success • Surroundings? The message to be communicated will depend on the audience

5. What are the right questions • To whom? • Parents • Students • Media • websites

6. What are the right questions • How? • In school • Out of school • Web and social media critical You cannot fudge the facts

7. What are the right questions • How? • Do we want to collaborate • How do we deliver high levels of excitement • How do we differentiate • Should we chase international accreditation • Should we cross promote our competitors skills

8. What are the right questions • Why? • Why do we want students? Is it: • income or • diversity? • Quantity • Quality • Status • Contribute to the internationalisation of the school

9. The other considerations we should think about • Do we have the commitment of the staff, • the school, • the community and • school leadership • Scholarships • support social agenda • stimulate market interest Being perceived as being selective can make people believe you are more attractive

10. Sustainable • short haul • long haul • What is the value of a student? • Not dollars • Contribution to the school • Contribution to the community • “we accept these students just for the dollars • “we have paid so you cannot disappoint us” • Gut feeling • none of us are geniuses • promo

11. International promotion of your school as distinct from domestic What we do in international marketing must be perceived as an integral part of core school services Enhancing the international appreciation of the school’s reputation Making your success more visible

12. The Basic Provisions • Well thought out description of what you as a school can deliver That you can define why you are better. • Social media • Easy to navigate website • “what you communicate, to whom and how” • You can support the student through to arrival • Internationally-focused support staff in school • Accommodation • Language support

13. The Basic Provisions • Clear and well communicated complaints procedure • Sound orientation/induction programme • integration within the school must start from the front door • will I be looked after • Infrastructure in place to facilitate socialising • Insurance, medical, legal support • Truly welcoming attitude from the security guard to the librarians

14. The Basic Provisions Other points to consider: • The Domestic and the International brand • Champions and keeping them informed • Truthfulness • Who is the first point of contact?

15. What are the right questions Where are we going to start? Look at the home front • Where are your students from? • How did they find you; the application process • Do you know your parents? • Do you know the Board? • What contacts do they have? • Who do they work with? • What are their international connections?

16. What are the right questions Where are we going to start? Look at the home front • Wikipedia • “Focus groups” • Alumni - Contact those who are offshore – be your Colombo Plan referrals • Reach out to the local international community • Are there ethnic communities near your school?

17. Who do you want to work with? • Another school • Education NZ • Commercial fair • A parent • Agents (how to source)

18. Why are agents needed? • To counsel students • To be you when you have left • To provide a point of contact in their language • Most parents have not benefited from offshore education • Parents want to deal local and with someone who is legally responsible • Assistance to prepare application • Assistance with visas • Agents work 365 days of the year • Commission – 15% pa / performance based • “Partnership”

19. Where do you want to start? • James Cook approach • A parent • A colleague in another school (Linked In) • Education NZ • International Fair • Country / Region / Agent • Do you like to travel by yourself? • Do you like to take risks? • The place of gut feeling • Relationships • Trust • Cost • Location • Ease of getting a visa • Nationality • Compatible : single sex • Study tours

20. The Strategy needs to consider Agents Office In country relationships Advertising Armchair approach Alumni Parents Local businesses Local exporters Local importers ……..

21. And before you commit What do your international parents prefer? • Provide a strong academic reputation • Offer very good teaching quality • Offer programmes with clear study and recognised pathways • Deliver good career prospects • Deliver stimulating / educational campus life • Provide course options that meet choice expectations “Select schools with a definite view to the future with clearly articulated vision” • Remain focussed • Not driven by revenue.

22. Major hurdle of not being in Auckland • Raise agent awareness • Tend to be city focused • Advantages of a school not in Auckland • Provide informative marketing collateral • Less on the school and more on the region • Publicise great achievements and successful pathways of past students – show case the winners

23. Major hurdle of not being in Auckland - continued • What do you have and target similar areas • Provide a safe, secure, quality destination • Buddy up with an Auckland school! Other support ideas: quality homestay co-ordination, international student support meetings, family exchanges, structured social activities, guidance services

25. DO • Destination-focussed material • Network extensively – be energetic and enthusiastic • Actively build associations • Develop relationships with relevant agents and countries that provide like-minded education philosophies to match student expectations • For example • We provide excellent care, strong family values, strong school and community relationships, a unique quality • We provide a safe, friendly environment • We provide high levels of personal tracking • We provide enhanced opportunities for cross-cultural relationships

26. DO • Encourage exposure • Summer camps • Study tours • Teacher exchanges • Offshore education visits • Trust your gut feeling • Develop an extensive knowledge of educational pathways • Offer expertise in educational career counselling

28. DON’T • Import knowledge and apply it • Don’t react to statistics; be proactive • Don’t listen to what people have said occurred before • Don’t assume market intelligence. Market intelligence is influenced by: • word of mouth • Current perceptions of quality

29. DON’T • Don’t assume aggressive marketing will be a winning solution – marketing needs to be flexible, agile, intelligent, responsive to the demands of I.S. • Don’t make assumptions, eg that all students and parents want an accelerated model of foundation to university. There will be always a market for those who reject the model • Don’t assume people offshore have knowledge and exposure to your destination • Don’t ignore the importance and value of location, time zones, closeness to the market and flight connections

34. What are the right questions? Who will be responsible?

35. Working in the International space • It is not always about attending fairs, advertising, the costs of recruitment and tuition, nor the location and the school • It is still about RELATIONSHIPS • Central to the relationship • Building a personal relationship • Establish and maintain trust Essential:- We are small players in a highly competitive world

36. So what constitutes a successful relationship? • “Continual contact is key to maintaining a friendly, professional and efficient partnership with agents in other countries,” • “…, professionalism, reliability and honesty are essential ingredients in any business relationship”

38. Australian Examples Canning College – Perth Hills College - Golf Ivanhoe Grammar School

39. Canning College Perth, WA • There initiative developed out of: • Staff • Parents • Local community

40. Canning College Perth, WA • Partnership with 2 Chinese high schools • Chinese students complete Year 10 in China • Year 11 and 12 in Perth • 30-40 students per year commence KEY Relationship between the Principals Relationship with local agent Relationship between the schools

41. Canning College Perth, WA Bridging Programme in China • A Canning Teacher visits each school for 2-weeks pa • Meet the students and parents • Assists with the Bridging Programme What does Canning give back? • Curriculum exchange – seen as invaluable • Study tours to Perth

42. Canning College Perth, WA WA staff visit China • Private tours during the holidays • Lead by CC Principal • Staff pay own costs Curriculum in China • Two times one hour on line lessons per week • Flora, English, Cultural Studies, Preparation for Perth • School visit timed to occur 2-3 weeks prior to students moving to Australia

43. Canning College Perth, WA In China • Core curriculum in China similar to Australia Year 10 • Students only receive two times two week block visits focusing on English • CC encourages a broader English Programme • On Line lessons – twice per week • Looking at more student – student On Line • Looking at CC students visiting for a short block doing their holiday break