ERIC Number: ED266738
Record Type: Non-Journal
Publication Date: 1985-Jul
Marketing Strategies Used to Promote Master of Business Administration Programs in Colleges and Universities in the Middle Atlantic Region.
Sable, Paul F.
Enrollments in Masters of Business Administration (MBA) programs and the use and effectiveness of marketing techniques for managing MBA enrollments were investigated in 1984. A 94-item questionnaire completed by 56 MBA programs offered at colleges and universities in the Middle Atlantic States addressed administration, awareness of marketing and strategies, student services, and enrollment trends. Newspaper advertising and direct mail were used by more than one-half of the programs. Less than one-half of the administrators had any qualifications for marketing. Additional findings include: 49% of the MBA programs in the region had enrollment decreases, and 51% had enrollment increases in the past 3 years; 51% of the respondents predicted that their own enrollment would remain stable, 25% that it would decrease, and 24% that it would increase; 51% predicted that overall demand for the MBA degree would decrease; 67% predicted that the competition for students would increase. It was concluded that: (1) there was little use of marketing to manage enrollment; (2) the marketing concept was not in use in program design and management; (3) student needs and wants were not the focal point of programs and services; and (4) marketing was an activity initiated in response to enrollment decline. A four-page bibliography, the questionnaire, and sample cover letters are appended. (SW)
Descriptors: Advertising, Business Administration Education, Educational Demand, Enrollment Projections, Enrollment Trends, Geographic Regions, Higher Education, Marketing, Mass Media, Masters Degrees, Program Administration, Public Relations, Questionnaires, School Surveys, Student College Relationship, Student Needs, Student Recruitment, Technical Assistance
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A