Post by account_disabled on Dec 19, 2023 22:50:23 GMT -5
Before reading this article All the figures presented in this article come from Big Data tools that continuously crawl the web then store and analyze petabytes (1 Petabyte = 1 million GB or 1 billion MB) of data. This data is obviously not as precise as that which each site owner has for their own digital assets. This article does not claim to address all marketing or digital topics in business schools. There is necessarily a choice, a bias and a subjectivity. Local context: Finances / attractiveness / selectivity / adaptability of business schools Business schools have been subjected for several years to strong pressures which are forcing them to profoundly evolve, regardless of the economic situation we have been experiencing over the past year.
Among these, we find for example: Decrease in financial resources via CCIs for consular Email Data schools following recent tax reforms. And the consequent need for these schools to radically change their business model, having to move from a subsidy economy to a market economy. With all the implications that this generates in terms of strategy, but also organization and employee profiles. Trade-offs between quality and selectivity. Schools need resources and therefore tuition fees, but they also need to maintain a level of selectivity to preserve the value of diplomas. Should they increase promotions and welcome more and more students to optimize revenues or remain selective even if it means not filling promotions and lowering their revenues.
A recent article in Nouvelobs asks the question and indicates, for example, that many bachelors have an “access rate greater than 75%”. An article published in the HBR by 2 collaborators of ManpowerGroup notes in this regard that “most higher education diplomas do not prepare students well enough for the job market and, regarding the higher education diploma, that “ its added value decreases as the number of holders increases”. How far should we not go too far in accepting students? Increasingly global competition, whether to attract the best students or the best teachers. Students who appreciate speakers from the professional world but schools who need professors who do research and publish to climb the international rankings. A growing demand on the profiles of school leaders and rising incomes.
Among these, we find for example: Decrease in financial resources via CCIs for consular Email Data schools following recent tax reforms. And the consequent need for these schools to radically change their business model, having to move from a subsidy economy to a market economy. With all the implications that this generates in terms of strategy, but also organization and employee profiles. Trade-offs between quality and selectivity. Schools need resources and therefore tuition fees, but they also need to maintain a level of selectivity to preserve the value of diplomas. Should they increase promotions and welcome more and more students to optimize revenues or remain selective even if it means not filling promotions and lowering their revenues.
A recent article in Nouvelobs asks the question and indicates, for example, that many bachelors have an “access rate greater than 75%”. An article published in the HBR by 2 collaborators of ManpowerGroup notes in this regard that “most higher education diplomas do not prepare students well enough for the job market and, regarding the higher education diploma, that “ its added value decreases as the number of holders increases”. How far should we not go too far in accepting students? Increasingly global competition, whether to attract the best students or the best teachers. Students who appreciate speakers from the professional world but schools who need professors who do research and publish to climb the international rankings. A growing demand on the profiles of school leaders and rising incomes.