Sample Term Paper
This is a term paper on international marketing methods. To understand the threat facing the UK higher education institutions, one has to understand the international marketing methods and techniques employed by its former partners.
To understand the threat facing the UK higher education institutions, one has to understand the international marketing methods and techniques employed by its former partners. The UK higher education sector is not only competing with other English language speaking countries like the United States, Australia and Canada, but it is also competing with non-English speaking countries like France, Germany, Japan, Russia, India and other European countries, who are offering educational programmes in English. The UK’s main marketing points were its educational quality; the fact the language of instruction was English, the international recognition of its educational programmes and the shorter duration of the educational programmes (UKCGE 1999). However, these advantages and key selling points could be easily replicated and copied by other institutions, as was proven by the offering of educational courses in other non-English speaking countries. The UK’s competitors have also capitalised on some of the drawbacks of the UK higher education sector, which include the cost of studying in the UK, the lack of scholarships, teaching assistantships, research assistantships, Home Office regulations and the difficulty in finding employment in the UK on completion of study (UKCGE 1999, Baldwin and James 2000). The cost of undertaking a degree in the UK is considered to be higher than its competitors, considering some do not impose an international student tariff, which presents cost advantages to potential international students. Another key factor in the decline of the UK higher education sector are the Home Office regulations which determine whether international students can secure paid employment on completion and during the period of study (Mortimer 1997). However, prior to 1999 international students could only work if they got permission from the authorities, and even after that the number of hours they could work was limited to 20 hours per week. Even after completing the educational programme, international students still face strict work permit regulations which do not seem to take into account the initial investment into the economy (Psacharopoulos and Patrinos 2002). These very factors are the same ones being used to market other institutions to international students, as other countries come up with ways and develop their higher education sectors to take advantage of the UK’s shortcomings.
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