Position Paper on Communication
INTEGRATED COMMUNICATION IN THE MARKETING OF LIFELONG LEARNING PROGRAMMES
Simona Roxana ULMAN1, Krisztina Melinda DOBAY2
1Dissemination expert, PhD, „Apollonia” University of Iaşi 2Scientific researcher, PhD, Romanian Academy, Iasi Branch, “Gheorghe Zane” Institute for Economic and Social Research Corresponding author: [email protected]
Abstract advertising, branding, graphic design, promotion, The aim of the paper is to present a case study on the publicity, public relations and so on. Its marketing of lifelong learning programmes. The first part fundamental purpose is to build up and explores the concept of Integrated Marketing consolidate the brand, being considered to be the Communication from a theoretical perspective. In the second part, some general aspects regarding lifelong only way to create and sustain its competitive learning are analyzed. Finally, we illustrate how these two advantages (Mihart 2012, 122). concepts were materialized in an implemented project. Keywords: Integrated Marketing Communication, Lifelong Learning, PECAFROM project, assessing needs, Individualized 2. EVOLUTION OF INTEGRATED Career Development Plan. MARKETING COMMUNICATION (IMC), ACTUAL PERSPECTIVES AND ITS MAIN 1. INTRODUCTION FEATURES
Facing a continuous increase of complexity of The concept of integrated communication in products, services, lifestyles, to market marketing, emergent in the late twentieth fragmentation, competition growth, to people’s century, registered a significant evolution, feeling that time is more and more precious, if including aspects of understanding and considering the increased segmentation of acceptance of its basic principles and gaining its consumer tastes and preferences and also the notoriety among theoreticians and practitioners. progress of customers requirements, who become Kitchen et al. (2008, 531) sustained that “the more and more interested in quality, concept is still in academic and professional communications in marketing strategies become development” and this statement can be assumed of central importance for the achievement of all even now, especially referring to the practical institutional objectives had in view. This business area. This continuous progress is given challenging environment involves a more by the fact that the concept has all the necessary difficult task for marketing specialists, that of characteristics to be in the center of the academic fulfilling customer needs and of developing research area, but also in the business zone, strong positive relationships with the internal where the research results are put into practice. and external publics. In this respect, all As Kitchen and Schultz (1999, 2000) sustain, organizations, regardless of their object of “IMC is undoubtedly the major communications activity, use different marketing communication development of the last decade of the 20th tools in order to promote their products/services century”. In the early 1980s, the concept of and to achieve their general and specific goals. integrated marketing communications was an In accordance to the American Marketing unrecognized paradigm, the theory and practice Association, on its official web page (American of advertising, sales promotion, publicity etc., Marketing Association, 2016), marketing being always approached in a separatist manner communication is an all-encompassing term, as or as individual disciplines (Kitchen et al. 2004). it covers marketing practices and tactics including Integration of the marketing communications
International Journal of Communication Research 67 Simona Roxana ULMAN, Krisztina Melinda DOBAY was first seen as a simple coordination of For Keller (2001, 823), “marketing promotional tools. This perspective was later on communications represent the voice of a brand enlarged, the concept being now viewed as a and the means by which companies can establish complex strategic process which contributes in a a dialogue with consumers concerning their profound way to the achievement of the objectives product offerings”. Consequently, the integrative of an organization. In this respect, Kitchen et al. aspect applied to the marketing communications (2004) sustain that integrated marketing represents “one sight, one voice” of a brand, communication has evolved from a simple including the complementary means which inside-out device that brings promotional tools transmit constant, consistent and homogenous together up to a strategic process associated with information about the company and the offerings brand management. Its complexity is given by to its publics. This does not mean that an the relatively recent approach from literature, organization should only work with a single according to which integrated marketing message or with a single unifying brand. An communication works specifically through all integrated approach encourages multiple targets the four classic elements of the marketing mix: and enables to achieve synergy of different brands, product, price, placement and marketing communication messages, and functions within communications (Mihart 2012, 121). This one company (Kitchen and Burgmann 2010). approach reveals that the integrated position The main features of the integrated marketing must be adopted not only for the last element (i.e. communications identified in the literature (Shimp marketing communications), but also for the 2000; Kitchen et al. 2004; Shimp et al. 2010; Kitchen entire marketing mix. In this way, the integrated and Burgmann 2010; Mihart 2012) can be marketing communication appears as a holistic synthesized as: concept that includes the product, price, 1. The process is an outside-in approach, so it placement and promotion policies in order to is recommended to start with the customer or offer an unified image, with complement and prospect information about the customers, their uniform messages or, in other words, wants and needs, while other background data communicating with the same voice in all related to them should be obtained during the circumstances under which the organization planning process. meets its targeted audience. On this line, the four 2. IMC uses all forms of communication and important components of the marketing strategy all sources of brand or company contacts as support each other, “providing clarity, prospective message delivery channels. consistency and maximum communications 3. The concept is the advocate of the need for impact” (Schultz 1993, 17) and, in this way, create synergy or the principle of one sight, one sound or better results in a cost-effective manner. It seems one voice to achieve a strong brand image. obvious that this strategy determines a correct 4. IMC requires that successful marketing understanding of the punctual messages and of communications need to build a relationship the general image of an organization, while also between the brand and the customer. creating easier paths to obtain the desired 5. The final aim of integrated marketing reaction of the target group. This means that an communications is to affect behavior through integrated marketing communication creates the directed communication. premises for an effective marketing strategy, “becoming standard for marketing organizations, 3. LIFELONG LEARNING – GENERAL agencies, and the academic community” (Kitchen ASPECTS et al. 2008, 531). Accordingly, the integrative model should replace or diffuse with limited focus promotional tools in order to develop a Lifelong learning is a central socio-political complex strategy initiated and maintained by the concern and has been a focus of European implication of the upper-management, using the educational policies since 2000 (Lüftenegger continuous dialogue with customers through all 2012, 27). The concept is not new. In the 1960s, the points of contact for enhancing relationships. the discourse about lifelong learning has already
68 Volume 6 • Issue 1, January / March 2016 • INTEGRATED COMMUNICATION IN THE MARKETING OF LIFELONG LEARNING PROGRAMMES begun (Klug et al. 2014, 120). Frequent changes individuals, institutions and on the entire in occupational and technical processes from economy, enhancing the level of individual, the labor market affect and complicate institutional and national competitiveness. individuals’ work requirements, imposing permanent adjustments and further qualification 4. LIFELONG LEARNING PRINCIPLE (Schober et al. 2007). Thus, the notion of lifelong AND INTEGRATED MARKETING learning becomes a social and institutional COMMUNICATION PUT INTO reality and begins to figure prominently in the PRACTICE - PECAFROM PROJECT concerns and problems of organizations (Tuijnman andSchuller 1999). Lifelong learning refers to “all learning The “Promoting Equal Opportunities in activities undertaken throughout life, with the University and Academic Career for Women in aim of improving knowledge, skills, and Romania” Project (PECAFROM - SOP competence within a personal, civic, social, and/ HRD/144/6.3/S/127928) was co-financed by the or employment-related perspective” (European European Union, from the European Social Fund Commission 2001, 9). These activities are based through the Sectoral Operational Programme on the correlation between the learning act and Human Resources Development 2007-2013, the labor market. Taking this principle into Priority Axis 6 Promoting Social Inclusion, Key consideration, the continuous professional area of intervention 6.3: Promoting equal development represents an additional chance for opportunities on the labor market. It had a 19 the access to employment or for the advancement month implementation period, with the initiative into career. A response to the necessity of lifelong belonging to the Romanian Academy, Iaşi learning is the access to training by means of Branch, as the beneficiary of this project, and to organized programmes that assure through their other four partners: Apollonia University of Iaşi; thematics the competencies to improve the Romanian Academy, Cluj-Napoca Branch; professional work. Lucian Blaga University of Sibiu; University of The need for lifelong learning programmes Bucharest and Cluj-Napoca Technical University can be discussed from three perspectives: – Baia Mare Northern University Centre. 1. Personal perspective – Lifelong learning is The project aimed at increasing access to the way of putting into practice the individual employment opportunities and career paths for aspirations of progress and self-exceeding. From 550 women with higher education that intended this perspective, participating in training to work within universities and/or research programmes has been shown to improve life institutes in Romania, or to advance in their career. satisfaction, well-being and self-confidence Some of the problems that these women are (Hyde and Phillipson 2014, 4). facing with, such as the need for continuity in the 2. Institutional perspective – The human academic career, the need for opening up the capital is assumed to be one of the most important geographic mobility, the need for balance between resources of a company. In this line, the the professional and private/family life, the need continuous formation of the employees is for recognizing the self-problem solving potential, necessary in order to create a team of professionals were identified in the initial phase and the project able to give proper responses to the more and was designed to overcome them. more difficult labor requirements. The principle “learning to live together” stated 3. Legal perspective – The access to employment by Nesbit et al. (2007, 37) is based on three pillars is sustained by certificates of competencies, in that offer the main components for a successful certain domains being mandatory conditions for individual in society: the occupation. 1) Learning to know (broad general education On these lines, lifelong learning programmes correlated with practice on a specific number of have a positive impact on the development of subjects);
International Journal of Communication Research 69 Simona Roxana ULMAN, Krisztina Melinda DOBAY
2) Learning to do (necessary competencies to Table 1. Demand on the qualification programmes deal with different, often unforeseeable Programme Demand situations, and ability to work together in teams); 3) Learning to be (personal independence and Project Management 337 judgment, combined with a sense of personal Project Appraisal 215 responsibility for the attainment of common Programme Manager 79 goals) (Nesbit et al. 2007, 37). Being aware of these important pillars in Trainer (of trainers) 194 achieving the final objective of learning to live Gender equality 127 together, the project aimed at giving responses Entrepreneurial skills 223 by its main object of activity, that of offering to the target group proper lifelong learning English – A1-A2 128 programmes. The main activities consisted in English – B1-B2 231 providing training programmes certified by The National Qualifications Authority for career English – C1-C2 67 development, information concerning labor French – A1-A2 68 market developments in Academia and university, employment opportunities and French – B1-B2 51 entrepreneurial career development and career French – C1-C2 17 path through the on-line Newsletter and direct German– A1-A2 131 support for starting a business. On long term, the advantages assured by the certifications obtained, German – B1-B2 39 for the target group are: advance in academic German – C1-C2 5 position; participation in projects on a higher position than the latest attained; transition to a Italian– A1-A2 81 superior level of studies; gaining a doctoral/ Italian – B1 – B2 30 postdoctoral fellowship or research grant or Italian – C1-C2 8 scholarship; occupying a better position in domains related to Academia, that contributes to As anticipated, the most demanded a future academic career etc. programmes were Project Management, Taking into consideration that the first step Entrepreneurial Skills and English - from the list of the marketing strategy proposed by IMC is of foreign languages. to start with customers’ needs and requirements, In order to satisfy the identified demands, the the PECAFROM project developed a training following training courses were organized: assessment needs questionnaire comprising 20 Project Management (8 groups), English (6 topics. The questionnaire was applied to all groups), Entrepreneurial skills (5 groups), persons from the target group (557 women Trainer of trainers (5 groups), Gender equality (4 with higher education). The outcome was the groups), Italian (3 groups), German (2 groups), Individualized Career Development Plan for Project Appraisal (2 groups), French (1 group). each woman as a guideline towards a 96% of the participants graduated. responsible professional path for an upward Another step of the IMC strategy is related to and stable career. the forms of communication and sources of The questionnaire revealed the following brand or institutional contacts, seen as prospective training required fields, besides the main message delivery channels. In this regard, qualification programme of the project (Table 1) considering that the PECAFROM project focused (Qualification in ICT - Data Introduction, on gender equality in Academia, all elaborated Validation and Processing): promotional tools - leaflets, logo, banners,
70 Volume 6 • Issue 1, January / March 2016 • INTEGRATED COMMUNICATION IN THE MARKETING OF LIFELONG LEARNING PROGRAMMES posters, diplomas, badges, training manuals, human capital is assumed to be one of the most brochures, books etc. -, respected the principle important resources of an organization. of one sight, one sound or one voice, as illustrated Integrated communication with its definite in Fig. 1: benefits has to be placed at the core of lifelong learning programmes’marketing management. On long term, this principle is able to offer clarity and consistency to the institutional image, communication being made with the same voice in all aspects related to the target group. Although The PECAFROM Project had a short period of implementation (19 months), and taking into consideration all its particularities, induced by the characteristics of the target group (550 women with higher education), the integrative model was put into practice through the synergetic approach of all project’s components, and with management involvement. Fig. 1. The IMC concept in the PECAFROM Project This enlarged concept was operationalised to project’s beneficiaries through continuous These aspects were considered when the dialogue, in order to offer feed-back and well- PECAFROM Project’s communication strategy established points of contacts (web page, target was put into practice during the implementation group experts – e-mails, face-to-face meetings, phase, especially when the most important questionnaires, workshops) to enhance relations. events were organized: the inauguration Thus, IMC and the lifelong learning principle workshop, the International Conference Social were successfully correlated in the implementation and Academic Policies for Women, and the final of the PECAFROM Project. workshop. Other important events were launching and finalization of the training courses References which needed attention in terms of communication. During all implementation phases of the American Marketing Association (2016) Marketing Communications. Available from:
International Journal of Communication Research 71 Simona Roxana ULMAN, Krisztina Melinda DOBAY
KITCHEN, P.J., KIM, I. & SCHULTZ, D.E. (2008) ROSE, P.B. & MILLER, D.A. (1994) Merging advertising Integrated Marketing Communications: Practice Leads and PR: Integrated marketing communications. Theory. Journal of Advertising Research. 48(1). p. 531-546. Journalism & Mass Communication Educator. 49(2). p. KITCHEN, P.J. & BURGMANN, I. (2010) Integrated 52-63. Marketing Communication. In Wiley International SHIMP, T.A. (2000) Advertising, Promotion, and Other Encyclopedia of Marketing, eds. J.N. Sheth and N.K. Aspects of Integrated Marketing Communications. South- Malhotra. John Wiley & Sons Ltd, London. Western: Thompson Learning. KLUG, J., KRAUSE, N., SCHOBER, B., FINSTERWALD, SHIMP, T.A. (2010) Integrated Marketing Communication M. & SPIEL, C. (2014) How do teachers promote their in Advertising and Promotion 8e. International Edition. students’ lifelong learning in class? Development and South-Western: Cengage Learning. first application of the LLL Interview. Teaching and SCHOBER, B., FINSTERWALD, M., WAGNER, P., Teacher Education. 37. p. 119-129. LÜFTENEGGER, M., AYSNER, M., & SPIEL, C. (2007) LÜFTENEGGER, M., SCHOBER, B., VAN DE SCHOOT, TALK - a training program to encourage lifelong R., WAGNER, P., FINSTERWALD, M. & SPIEL, C. learning in school. Zeitschrift fürPsychologie. 215(3). p. (2012) Lifelong Learning as a goal - do autonomy and 183-193. self-regulation in school result in well prepared pupils? SCHULTZ, D.E. (1993) Integrated Marketing Learning and Instruction. 22(1). p. 27-36. Communications: Maybe Definition Is in the Point of MIHART, C. (2012) Impact of Integrated Marketing View. Marketing News. 27(2). p. 17. Communication on Consumer Behaviour: Effects on SCHUNK, D. H. (2005) Commentary on self-regulation Consumer Decision – Making Process. International in school contexts. Learning and Instruction. 15(2). p. 173- Journal of Marketing Studies. 4(2). p. 121-129. 177. NESBIT, T., DUNLOP, C. & GIBSON, L. (2007) Lifelong TUIJNMAN, A. & SCHULLER, T. (Eds.). (1999) Lifelong Learning in Institutions of Higher Education. Canadian learning policy and research. London: Portland Press. Journal of University Continuing Education. 33(1). p. 35-60.
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