Research on the Marketing Strategy of the Private Bilingual Elementary School in Taiwan - Based on a Private Bilingual Elementary School in Taichung.

• Main Authors: Chih-Hsuan Wang, 王緻軒
• Other Authors: Paul Chao
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/02088952332022706864

碩士 === 逢甲大學 === 經營管理碩士在職專班 === 94 === This thesis is a case-based research on a private bilingual elementary school in Taichung City, Taiwan. The primary purpose of this research is to evaluate the factors influencing parents of kindergarten children selecting private bilingual elementary schools offering lectures in English for selected curriculum. Quantitative analysis is the primary research method used in this study. In addition to extensive literature review of published journal articles, the researcher utilized working papers, notes, cases, and other pertinent materials, documented, collected, analyzed, and applied in his ten-year tenure in school administration. On this research, the researcher developed, under the guidance of his graduate advisor, a set of questionnaires designed to collect information influencing the parents of kindergarteners to select the private bilingual elementary for their children. Three hundred and thirty (330) questionnaires were distributed and one hundred and ninety-five (195) responses received, representing a response rate of 59.09%. In addition, the practical operating system of this case school was referenced for the research on the operations and marketing strategy of a typical private bilingual elementary school. First, the description of the school’s operating environment and key issues were stated. Furthermore, various measures designed to develop and enhance the school’s marketing strategies were discussed. Statistical analysis of the data collected revealed the following six conclusions: First, on the cognition to school marketing activity, the results indicate a significant difference on the cognition of “parents’ attendance to school recruitment session” only on the family monthly income variable among different demographic variables. Secondly, on parents’ background variables, the results show a significant difference on the cognition of the importance of children’s English learning activity on the “residential area” from the geographical variables. However, on the variables of different background to parents, it shows no significant differences to the cognition of selectiveness to children’s school. Thirdly, on the information dimension, it shows no significant differences on the parents’ cognition to the English learning activities for their children. However, on the economic dimension, it shows significant differences on the parent’s cognition to the English learning activities of their children. Fourthly, on the information dimension, it shows significant differences on the parents’ cognition to the school selectiveness of their children. On the economic dimension, it shows no significant differences on the parents’ cognition of the school selectiveness of their children. Fifthly, on the cognition to school selectiveness, it shows no significant differences between the qualities of teaching and teachers. Finally, the research results indicate a significant difference on the cognition of priority to the crucial points of school selectiveness of the parents. Conclusively, the two most important factors founded by this research are: the quality of instruction and the quality of the teacher. Whether scholarship is provided or not to the children is not the major concern to the parents. The future prospects of a private bilingual elementary school lie on the pursuance for excellence and educational feature development. The key points rest on the quality of the teacher and quality of instruction g. For the everlasting operations of a private school, it is imperative that it be operated by professionals and be relieved from the excessive binding mandated by the educational bureaucracy. Additionally, the quality of school faculty and quality of instruction are the key factors determining the successfulness of a private bilingual elementary school.