TDA Marketing Plan

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Course MARK1149: Direct,Interactive & Digi Mktg Course School/Level BU/UG Coursework Group Planning Activty Report Assessment Weight 30.00% Tutor MJ Housden, I Whitten Submission Deadline 03/03/2011

Coursework is receipted on the understanding that it is the student's own work and that it has not, in whole or part, been presented elsewhere for assessment. Where material has been used from other sources it has been properly acknowledged in accordance with the University's Regulations regarding Cheating and Plagiarism.

000506780 Marianne Trotta

000511468 Oana Dinca

000501172 Kendal Craymer

000504903 Andrea Alessio Tutor's comments Grade Awarded___________ For Office Use Only__________ Final Grade_________

Moderation required: yes/no Tutor______________________ Date _______________

“Developing people, improving young lives.”

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Marketing Campaign for the Training and Development Agency for Schools

(TDA)

Work carried out by:

Andrea Alessio – 000504903

Kendal Craymer – 000501172

Marianne Trotta – 000506780

Oana Raluca Dinca – 000511468

Submission Date: 3rd March 2011

Degree Course: Advertising and Marketing Communications

Course Title: Direct, Interactive and Digital Marketing

Tutors: Matthew Housden; Ian Whitten

Page Count: 29 + 25 (as agreed)

In order to appreciate all creative solutions presented in this report in larger format and higher

definition (including Flash-animated banners), visit www.tdaproject.blogspot.com or simply

scan this QR code with your smartphone.

http://www.tdaproject.blogspot.com/�


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Table of Contents

1.0 Executive Summary.................................................................................................... 7

1.1 Objectives Outline .................................................................................................. 7

2.0 Market Overview ........................................................................................................ 7

2.1 SWOT and PESTEL ............................................................................................... 8

2.2 Competitive Landscape ........................................................................................... 9

3.0 Primary Research ..................................................................................................... 10

3.1 Quantitative .......................................................................................................... 10

3.2 Qualitative ............................................................................................................ 11

4.0 Overall Brand Considerations ................................................................................... 11

4.1 Brand Awareness .................................................................................................. 11

4.2 Brand Identity ....................................................................................................... 11

4.3 Communication Outline ........................................................................................ 12

5.0 Segmentation ............................................................................................................ 13

6.0 Acquisition (Stage 1) ................................................................................................ 14

6.1 Objectives ............................................................................................................. 14

6.2 Strategy................................................................................................................. 14

6.3 Campaign .............................................................................................................. 14

6.3.1 Offline Media Evaluation ............................................................................... 15

6.3.2 Online Media Evaluation ............................................................................... 17

6.3.3 Search Engine Optimisation (SEO) ................................................................ 18

6.3.4 Campaign Timeline ........................................................................................ 19

6.4 Testing .................................................................................................................. 20

6.4.1 SMS (Cold List) ............................................................................................. 20

6.4.2 Newspapers.................................................................................................... 21


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6.4.3 Radio ............................................................................................................. 21

6.4.4 Magazines ...................................................................................................... 22

6.4.5 Loose Inserts .................................................................................................. 22

6.4.6 Science Museums .......................................................................................... 23

6.4.7 Outdoor ......................................................................................................... 23

6.4.8 Student Fairs .................................................................................................. 23

6.4.9 AdWords and Facebook ................................................................................. 23

6.4.10 Banners and Spotify ....................................................................................... 24

6.5 Budgeting ............................................................................................................. 24

6.6 Evaluation ............................................................................................................. 25

7.0 Conversion (Stage 2) ................................................................................................ 26

7.1 Objectives ............................................................................................................. 26

7.2 Strategy................................................................................................................. 26

7.3 Campaign .............................................................................................................. 26

7.3.1 The Seven Steps ............................................................................................. 27

7.3.2 Database Strategy .......................................................................................... 28

7.4 Testing .................................................................................................................. 30

7.4.1 Email (1) ........................................................................................................ 30

7.4.2 Email (2) ........................................................................................................ 31

7.4.3 SMS (1) ......................................................................................................... 31

7.4.4 MMS ............................................................................................................. 31

7.4.5 Direct Mail .................................................................................................... 32

7.4.6 SMS (2) ......................................................................................................... 32

7.5 Budgeting ............................................................................................................. 33

7.6 Evaluation ............................................................................................................. 33

8.0 Database ................................................................................................................... 34


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8.1 Objectives ............................................................................................................. 34

8.2 Strategy and Management ..................................................................................... 34

8.3 Future Managerial Implications ............................................................................. 34

9.0 Recommendations .................................................................................................... 35

10.0 References ................................................................................................................ 36

Appendix A – Secondary Research ..................................................................................... 40

Appendix B – Brand Identity ............................................................................................... 41

Appendix C – Primary Research ......................................................................................... 42

C.1 Objectives ............................................................................................................. 42

C.2 Methodology ......................................................................................................... 42

C.2.1 Quantitative Research .................................................................................... 42

C.2.2 Qualitative Research ...................................................................................... 43

C.3 Questionnaire: Results .......................................................................................... 43

C.3.1 Main Findings ................................................................................................ 45

C.3.2 The Fishbein Model ....................................................................................... 45

C.4 In-Depth Interviews: Results ................................................................................. 46

Appendix D – TDA in Universities ..................................................................................... 47

D.1 Newspapers/Magazines ......................................................................................... 47

D.2 Radios ................................................................................................................... 49

D.3 Websites ............................................................................................................... 50

D.4 Student Fairs ......................................................................................................... 51

Appendix E – Radio Creative Brief ..................................................................................... 52

Appendix F – Creative (Stage 1) ......................................................................................... 53

F.1 Newspapers and Magazines .................................................................................. 53

F.2 AdWords .............................................................................................................. 53

F.3 Facebook .............................................................................................................. 54


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F.4 Outdoor................................................................................................................. 54

F.5 Banners ................................................................................................................. 55

F.6 Buttons ................................................................................................................. 55

F.7 SMS (Cold List) .................................................................................................... 56

Appendix G – Creative (Stage 2) ......................................................................................... 57

G.1 Email .................................................................................................................... 57

G.2 SMS (1) ................................................................................................................ 58

G.3 MMS .................................................................................................................... 58

G.4 Direct Mail (Brochure) .......................................................................................... 59

G.5 SMS (2) ................................................................................................................ 61

Appendix H – Database ....................................................................................................... 62

Appendix I – Online Questionnaire (Type 0; Type 1) .......................................................... 64

Appendix J – Bibliography .................................................................................................. 65


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1.0 Executive Summary

The present report suggests a direct marketing campaign for the Training and Development

Agency for Schools (henceforth referred to as TDA) in order to achieve precise objectives

that are outlined below. Since alternatives to a teaching career are countless, it was deemed

necessary that TDA should establish a strong presence inside Universities as a way to engage

in a more personal communication with students. Both online and offline media were

considered as a means to reach this wide audience through different channels and on multiple

occasions during the day.

1.1 Objectives Outline

The following is a summary of the objectives of this report and functions as an overview of

the whole marketing campaign devised. Each point is going to be looked at in more detail

further on in this report.

• Generate 40,000 enquiries (warm prospects);

• Increase enquirer-applicant conversion from 26% to 30% (12,000 applicants);

• Stimulate students and graduates in having teaching in their career ‘consideration set’;

• Change perceptions that students currently hold of teaching;

• Devise communication strategies for ‘high fliers’ (1st, 2:1);

• Devise communication strategies specifically tailored for Maths and Science students;

• Ensure TDA is in the evoked set of those people considering teaching as a career;

• Enrich, enhance and update current database as a future means to analyse trends and

patterns in prospects’ behaviour, evaluate media effectiveness and generate ‘hot lists’.

2.0 Market Overview

The following paragraph illustrates the outcome of the application of SWOT, PESTEL and

Porter’s (1980) Five Forces analysis on the market in which TDA operates.


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2.1 SWOT and PESTEL

Figure 1. SWOT and PESTEL Analysis

Strengths Weaknesses TDA is Government funded, therefore:

• It is financially more stable; • It creates a sense of security (see also

Appendix C for in-house research results).

Not every school within the UK is using TDA’s service (TDA, 2011).

It is the main point of contact for aspiring teachers.

Information overload on website leads to confusion as to TDA’s function.

“Route to Training” – it offers step by step guidance throughout the process of becoming a teacher.

People might go directly to ITT courses for training without TDA’s involvement.

Brand communication is overdone: after applying, 10 emails were received in slightly more than a week. This can lead to prospects opting out.

Lack of punctuality: as a test, an info pack was requested and it was received after almost two weeks. This can lead to prospects losing interest.

Opportunities Threats

Polit

ical

The school’s White Paper “The Importance of Teaching” places teacher quality at the centre of school improvement as part of the new reform (Education, 2011). Teaching subjects such as Science and Maths will be exempt from any grant cuts as they are seen as tactically important (BBC, 2010). Government offers good pension schemes for teachers (DirectGov, 2011).

Teaching grants have been reduced by 6% for the academic year 2011-2012 with further expected cuts of approximately 20% for the year 2012-2013 (BBC, 2010).

Econ

omica

l

Current economic downturn has left many people (including graduates) jobless. This might produce a higher demand for teaching. • 2.5 million jobless in the UK in November

2010 (Statistics, 2010); • 40% of employers have stopped graduate

recruitment in 2009/2010; • Average of 69 applicants for each graduate

job (BBC, 2010). Teaching offers a good starting salary as well as the opportunity for future career.

Governmental budget cuts might pose as a threat for TDA when recruiting new prospects.


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Socia

l

Due to recession, an increasing number of people are seeking job alternatives that would provide security and opportunities for career development (TDA Press Release, 2011). Increase in Maths and Science teachers applicants (TDA, 2010).

Teaching as a job career has acquired quite a poor perception.

Tech

nolo

gica

l Increase in social media popularity makes 24/7 contact with customers and prospects more feasible. Web-based training materials. Cost-effective solutions to communicate with prospects (podcast, webinars, etc.).

Envir

onm

enta

l As a Government-lead agency, TDA always has to be aware of new environmental regulations and comply to them straight away.

Lega

l

TDA must comply with the Data Protection Act (1998). This means that: • TDA has to ask permission to utilise sensitive

information (opt-in) for mailing purposes; • Customers can choose to opt-out anytime.

2.2 Competitive Landscape

Levels of competition are very high. As a company offering a teaching career to graduates,

TDA is competing against virtually all other careers available to graduates and is therefore in

competition (albeit indirect) with websites such as prospects.ac.uk and milkround.com

offering a plethora of job opportunities. As a consequence of that, TDA needs to ensure its

presence inside Universities to get students interested in teaching at an earlier phase.


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Figure 2. Porter’s (1980) Five Forces model applied to TDA’s current market position

3.0 Primary Research

Research has been carried out in order to find out students’ perceptions of teaching and what

would make them consider such a career. A hundred questionnaires formed the basis of this

primary research alongside a series of in-depth interviews. This paragraph is only a summary

of the main findings that were deemed as germane for building a relevant communication.

For a deeper analysis of both quantitative and qualitative approaches, see Appendix C.

3.1 Quantitative

The survey conducted helped devise the following strategy for the communication:

• Mention that TDA is Government operated so that any thought of possible scam is

instantly dispelled;

• Clearly state the annual income of a teacher in order to alter poor perceptions around

the average teaching salary;

• Show how teaching can be both very challenging and rewarding.


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3.2 Qualitative

The five in-depth interviews helped shape the right emotional appeal and appropriate tone of

voice to be given to the communication strategy:

• Teaching is about inspiring people and sharing one big, powerful passion;

• Teaching is not an ordinary job: it is alive and only honest passion nurtures it;

• It is a fair job, in the sense that the two parties involved will benefit from it only if both

feel equally rewarded;

• Bad teachers are quickly forgotten; great teachers will be remembered forever.

4.0 Overall Brand Considerations

All marketing strategies and creative solutions proposed throughout this report do not aim to

alter TDA’s brand image or branding strategy; instead, they suggest a sound communication

plan whose core and sole purpose is to ease prospects’ acquisition and subsequent

conversion. In order to ensure that the communication plan devised is in line with past and

recent company’s branding strategies, a comprehensive analysis of TDA’s brand identity was

carried out (see Appendix B) so as to keep the tone and the mood consistent with the brand

across all marketing communications.

4.1 Brand Awareness

From in-house research conducted, it was discovered that 70% of students did not know

about TDA. More importantly, amongst those who were considering teaching as a future

career, only 37.3% had heard of the company (see Appendix C.3.1).

4.2 Brand Identity

TDA projects a strong image of reliability and professionalism, it represents a serious yet

innovative company whose mission is to guide and inspire young, bright graduates through

the process of becoming teachers and take the challenging, highly rewarding opportunity to


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make a difference in somebody else’s life. Considering this is tactically important as it sets

not only the way the brand is expected to behave but it is also helpful in identifying and

addressing properly the right target.

Figure 3. Brand Identity Prism (Adapted from: Kapferer, 2002, p. 183)

4.3 Communication Outline

Bearing in mind that TDA is asking for a life-changing decision, the communication strategy

proposed in this report will focus on the challenging and rewarding aspect of teaching in

order to change perceptions currently held of the profession. This will become a dominant

emotional selling proposition (ESP) across all communications. Primary research has also

shown that students perceive teaching salaries as being very low (see Appendix C.3.2);

therefore it is deemed strategically important to alter these perceptions. All advertising and

marketing messages will share the following basic guidelines:

Tone of voice (TOV): honest, reassuring, exciting, challenging, inspiring.

Mood: professional, helpful, enthusiastic.


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5.0 Segmentation

The main target market of this marketing campaign is graduates with a qualification of 2:1 or

above; however, within this segment three further sub-segments have been identified and

profiled as follows:

Figure 4. Prospect’s Profile

High Fliers Maths graduates Science graduates

How many?1 1,220,000 (circa) 30,000 (circa) 170,000 (circa) How old? 20-25 20-25 20-25

Which degree class? 1st – 2:1 1st – 2:1 1st – 2:1

Academic year of graduation

2008-2009 2009-2010 2010-2011 2011-2012

2008-2009 2009-2010 2010-2011 2011-2012

2008-2009 2009-2010 2010-2011 2011-2012

What newspapers do they read?

Metro Guardian

Metro Guardian

Metro Guardian

What magazines do they purchase? n/a New Scientist

Focus New Scientist

Focus Internet usage2 (Average: HPW)

High (45)

High (45)

High (45)

What websites do they visit more

often?3

google.co.uk facebook.com youtube.com


sciencefocus.com newscientist.com


sciencefocus.com newscientist.com

Mobile usage4 (Average: HPD)

High (2)

High (2)

High (2)

How many of them own a smartphone?5 34% 34% 34%

Social network usage6 (Average: HPM)

High (84%) (6.07)

High (84%) (6.07)

High (84%) (6.07)

1Figure spread across four academic years for England and Wales (Source: Hesa, 2011) 2 Source: Ofcom (2010) 3 Source: DoucleClick (2011) 4 Source: Nielsen (2011) 5 Source: Mintel (2011)


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6.0 Acquisition (Stage 1)

It illustrates the various steps that will lead to prospect acquisition via marketing and

advertising communication on relevant media channels.

6.1 Objectives

• Stimulate 40,000 enquiries within a 12 month period;

• Enrich and update current database.

6.2 Strategy

• Strong integration of online and offline media as a means to corroborate the message

being sent as well as reach the target audience on multiple platforms at different times;

• Build strong presence on-site with TDA stands in student fairs and advertising onto

Universities’ newspapers, magazines, radios and websites;

• Reach Maths and Science students at the very source of their passion, thus meaning

advertising in key science magazines such as New Scientist and Focus, and distributing

flyers in front of Science Museums.

6.3 Campaign

The 12-month campaign (starting May 2011 and ending April 2012) is targeting both

students and graduates; therefore while TDA’s presence in Universities is almost mandatory,

other media different than those primarily targeted at students will be employed as a means to

get in contact with people who graduated up to two years ago (Academic Year 2008-2009).


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6.3.1 Offline Media Evaluation

• University: Advertising in Universities’ newspapers, magazines and radios. This can

be done through BAM, the UK’s leading student marketing booking agency. Since the

company could not disclose information regarding prices, a list of 34 Universities is

provided as an example in Appendices D.1 and D.2 and used throughout the report.

• Plasma TVs: Complement aforementioned advertising. The service can be purchased

from SubTV, a multichannel marketing agency with a system of plasma screens across

86 Universities that are estimated to reach approximately 1.75 million students aged 18

to 24 at a cost of £5/’000.

• Outdoor: High-impact billboards and bus stop advertising situated close to

Universities will be used (along with flyers) to increase awareness about TDA amongst

students and reinforce all other marketing activities carried out.

• Students Fairs: A list of 20 Universities offering Maths, Physics and Chemistry

courses is provided in Appendix D.4 where TDA will have stands during Students Fairs

in the months of October 2011 and March 2012. The cost for each stand is around £300

comprising of cost for promotions undertaken by Universities through students’ portals

and private emails.

• Newspapers and Radio: Metro, Guardian and Heart FM are used to reach people who

have already graduated. See creative brief for radio in Appendix E.

• Mobile: A list of students’ phone numbers is to be rented at campusmedia.co.uk at a

cost of £150/’000. Students have already given permission to be contacted; therefore

there is no violation of the Data Protection Act (1998). Texts will be sent through

Dynmark Direct at £35/’000.

• Magazines: Maths and Science students/graduates are readers of specialised

publications, such as New Scientist and Focus. Advertising inside these magazines is

deemed tactically important, especially in the form of loose inserts.

• Science Museums: Flyers will be distributed in front of Science Museums of the five

biggest cities in England: London, Birmingham, Leeds, Manchester, and Liverpool.

Figures for monthly visitors were estimated from sciencemuseum.org.uk and the

average response rate was taken from Marketing Minefield (2011).


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Figure 5. Offline Media Evaluation

Medium Type Volume Reached

CPT (£)

Total Cost (£)

Possible Response

Response Volume

Cost per Lead (£) Rank

Newspapers1 The Guardian 1,100,000 5.07 5,573 0.03% 330 16.89 14

Metro 3,500,000 2.67 9,348 0.02% 700 13.35 10 University (34)2 560,640 22.82 12,795 0.20% 1121 11.41 8

Radio University (15)2 261,200 13.50 3525 0.15% 392 9.00 4

Heart 321,502 20.84 6,700 0.15% 482 13.89 12 Mobile

Cold List3 200,000 185.00 37,000 1.75% 3500 10.57 7 Magazines

New Scientist 87,729 21.09 1850 0.15% 132 14.06 13 Focus 73,600 20.38 1500 0.15% 110 13.59 11

Plasma TV SubTV University4 1,750,000 5.00 8750 0.05% 875 10.00 6

Loose Inserts The Guardian 225,000 35.00 7875 0.45% 1013 7.78 1 New Scientist 87,729 76.00 6667 0.65% 570 11.69 9

Focus 73,600 55.00 4048 0.65% 478 8.46 2 Events

Student Fairs5 131,511 45.62 6,000 0.50% 658 9.12 5 Flyers6

Science Museum (5)7 175,000 55.00 20,000 1.30% 2275 8.79 3 University n/a 10.00 3,000 n/a n/a n/a n/a Outdoor8 Billboards n/a n/a 12,000 n/a n/a n/a n/a Bus Stops n/a n/a 8,000 n/a n/a n/a n/a

1 RPC (readers per copy) affects actual readership. 2 List of prices and readership/listenership was acquired through BAM (2011). 3 Cold list is to be rented at campusmedia.co.uk. SMS are sent through Dynmark Direct at £35/’000. 4 Total reach and price list acquired at SubTV (2011). 5 Figure for 20 Universities. 6 Flyers are bought at £10/’000 at cheapleaflets.net. 7 London, Birmingham, Leeds, Manchester, Liverpool. Average monthly visitors were taken from sciencemuseum.org.uk. Each museum will have two people flyering in front (ten in total) paid £50 per day (£15,000 per month in total). 8 List of prices (48 sheets for billboards) was acquired from outdooradvertisingltd.co.uk. Cost is per month.


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6.3.2 Online Media Evaluation

• AdWords: Since Google is the main search engine utilised by the target audience

identified (DoubleClick, 2011), paid search advertising through AdWords is going to be

used in order to drive traffic to TDA’s website. The average CPC is estimated at £0.90

for the following keywords:

• Facebook: Facebook has been identified as the second most popular website (after

Google) amongst TDA’s visitors, with 9.33% of them accessing the social network

before going to tda.gov.uk and 11.72% after (Alexa, 2011). Facebook’s reach is

estimated at 2,448,940 people for both graduates and current students aged 18-25.

Average CTR is around 0.08% and subsequent conversion ranges from 5% to 15%

(Facebook Advertising, 2011).

• Spotify: Over 1.5 million people aged 18-24are registered as Spotify users in England

and Wales. Audio adverts supported by scrolling banners will be used to reach the large

target audience.

• Twitter: It is proposed that TDA should have a solid presence on Twitter throughout

the campaign. Tweets will inform followers on a daily basis about teaching events,

graduate fairs where TDA is present, testimony of people who have chosen a career in

teaching, also information on competitive salaries and bursaries.

• University: Advertising on Student Unions’ portals can be done through BAM. As the

company could not disclose any information regarding pricing, a list of 32 Universities

was compiled (see Appendix D.3) to illustrate part of this medium’s potential.

• Banners: Flash banners will be placed onto employment websites, as well as, onto job

sections of influential newspapers (Guardian, Daily Mail).

teaching, TDA, become a teacher, teacher training, pgce courses, get into teaching, graduate opportunities, graduate jobs, graduate careers, become a maths teacher, become a math teacher, teach mathematics, teach maths, maths graduate careers, maths graduate opportunities, become a chemistry teacher, teach chemistry, chemistry graduate careers, chemistry graduate opportunities, science graduate opportunities, science graduate careers, teach science, train to teach, become a physics teacher, teach physics, physics graduate opportunities, benefits of becoming a teacher, how to become a teacher, want to become a teacher, why become a teacher, why becoming a teacher.


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Figure 6. Online media Evaluation

Medium Type Total

Reach (per month)

Total Impressions (per month)

CPM (£) CPC (£)

Total Cost (£)

CTR Conversion Response Volume


Internet AdWords 1,672,764 - - 0.90 1,204 0.08% 8.00% 107 11.25 5 Spotify 1,584,000 9.00 - 14,256 0.80% 8.00% 1014 14.06 6

Social Media Facebook 2,448,940 - - 0.70 1,371 0.08% 8.00% 157 8.75 1 Banners

jobs.guardian.co.uk 160,000 - - 0.85 1,360 1.00% 8.00% 128 10.63 4 jobs.dailymail.co.uk 20,000 - - 0.85 170.00 1.00% 8.00% 16 10.63 4 newscientist.com 84,000 - - 0.90 680.40 0.90% 8.00% 60 11.25 5

wordreference.com 150,000 - - 0.85 956.25 0.75% 8.00% 90 10.63 4 milkround.com 27,000 - - 0.70 189.00 1.00% 8.00% 22 8.75 1 prospects.ac.uk 130,000 - - 0.75 975.00 1.00% 8.00% 104 9.38 2

jobsite.co.uk 570,000 - - 0.75 3,420 0.80% 8.00% 365 9.38 2 nus.org.uk 39,000 - - 0.75 234.00 0.80% 8.00% 25 9.38 2

University (32) - 2,579,000 3.11 - 8018 0.40% 8.00% 825 9.71 3

TOTAL 6885704 - - - 32833.97 - - 2913 11.27

6.3.3 Search Engine Optimisation (SEO)

SEO will play a major role in the online activities suggested in this report as it will help

improve TDA’s website ranking on search engines. The main problem identified is the lack

of redirection between tda.gov.uk and www.tda.gov.uk as illustrated in the figure below.

Figure 7. Lack of Redirection

(Source: Website Grader, 2011)

This can lead to a risk of duplicate content and search engines would give more importance to

the one that gets more backlinks. Although the www and non-www types of a site lead to the

same page and have the same content, they are different subdomains (Seda, 2009).


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6.3.4 Campaign Timeline

MONTH May June July August September October November December January February March April MEDIUM

Newspapers Guardian Metro

Magazines New Scientist Focus

Loose Inserts

Guardian New Scientist

Focus Events Student Fairs Flyers Science Museum (5)

Outdoor Billboard Bus Stops

Mobile Cold List Radio Heart

University

Newspaper Website Radio

Plasma TV (SubTV)

Internet

AdWords SEO

Spotify Banners

Social Media Facebook Twitter


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6.4 Testing

Each medium employed in Stage 1 is going to be tested to ensure it delivers the expected

results. Furthermore, when two or more solutions are proposed, testing becomes necessary to

understand which alternative pulls more responses. Due to the high costs of testing, it was

decided to operate at an 80% confidence level. A higher rate of confidence level (i.e. 90% or

95%) would have in fact demanded far too many names for each test to be significant. The

sample size for each testing was selected according to the following formula:

𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑠𝑠𝑠𝑠𝑠𝑠𝑆𝑆 = (𝑐𝑐𝑜𝑜𝑜𝑜𝑜𝑜𝑠𝑠𝑜𝑜𝑆𝑆𝑜𝑜𝑐𝑐𝑆𝑆 𝑆𝑆𝑆𝑆𝑙𝑙𝑆𝑆𝑆𝑆∗)2 × 𝑆𝑆𝑒𝑒𝑆𝑆𝑆𝑆𝑐𝑐𝑒𝑒𝑆𝑆𝑜𝑜 𝑟𝑟𝑆𝑆𝑠𝑠𝑆𝑆𝑜𝑜𝑜𝑜𝑠𝑠𝑆𝑆 × 𝑜𝑜𝑜𝑜𝑜𝑜𝑟𝑟𝑆𝑆𝑠𝑠𝑆𝑆𝑜𝑜𝑜𝑜𝑠𝑠𝑆𝑆

(𝑆𝑆𝑟𝑟𝑟𝑟𝑜𝑜𝑟𝑟 𝑒𝑒𝑜𝑜𝑆𝑆𝑆𝑆𝑟𝑟𝑆𝑆𝑜𝑜𝑐𝑐𝑆𝑆∗∗)2

* Confidence level is expressed in terms of standard deviations (80% confidence level equals to 1.281 s.d.). ** The error tolerance will vary according to the medium employed.

6.4.1 SMS (Cold List)

The sample size for SMS was calculated (and rounded) at 4,500 names, working at an 80%

confidence level but limiting the error tolerance to 0.25%. As the average response rate for

SMS from a cold list is 1.75% (Media Burst, 2011), the test will establish whether this also

applies to this case. Considering all things work as planned, this medium should deliver a

response rate fluctuating within the range of 1.50% – 2.00%.

Confidence level 80% Expected response 1.75%

Error tolerance 0.25% Sample size 4,500

Furthermore, two creative solutions are proposed at this stage and too need to be tested. The

first one has a more emotional appeal, whereas the second focuses more on showing the

teaching’s economical benefits. It is assumed here that the second solution will pull more

responses, as illustrated in the figure below.

Sending quantity Response rate (%) Emotional (ESP) 4,500 1.50

Benefit 4,500 1.85 | 0.35 |


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In order to be sure that the same result will happen again, the absolute value of the difference

in response between the two cells has to be greater than the limit of error (Thomas and

Housden, 2002). Therefore:

𝐿𝐿𝑠𝑠𝑆𝑆𝑠𝑠𝑒𝑒 𝑜𝑜𝑜𝑜 𝑆𝑆𝑟𝑟𝑟𝑟𝑜𝑜𝑟𝑟 = 𝐶𝐶𝑜𝑜𝑜𝑜𝑜𝑜𝑠𝑠𝑜𝑜𝑆𝑆𝑜𝑜𝑐𝑐𝑆𝑆 𝑆𝑆𝑆𝑆𝑙𝑙𝑆𝑆𝑆𝑆 × �(𝑟𝑟𝑆𝑆𝑠𝑠𝑆𝑆𝑜𝑜𝑜𝑜𝑠𝑠𝑆𝑆 × 𝑜𝑜𝑜𝑜𝑜𝑜𝑟𝑟𝑆𝑆𝑠𝑠𝑆𝑆𝑜𝑜𝑜𝑜𝑠𝑠𝑆𝑆)

𝑠𝑠𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑠𝑠𝑠𝑠𝑠𝑠𝑆𝑆 +(𝑟𝑟𝑆𝑆𝑆𝑆𝑜𝑜𝑜𝑜𝑠𝑠𝑆𝑆 × 𝑜𝑜𝑜𝑜𝑜𝑜𝑟𝑟𝑆𝑆𝑠𝑠𝑆𝑆𝑜𝑜𝑜𝑜𝑠𝑠𝑆𝑆)

𝑠𝑠𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑠𝑠𝑠𝑠𝑠𝑠𝑆𝑆 =

= 1.281 × �(1.5 × 98.5)

4,500 +(1.85 × 98.15)

4,500 = 1.281 × √0.0328 + 0.0403 = 1.281 × 0.2704 = 0.3465

Since the expected limit of error obtained is smaller than the absolute value of the difference

in response between the two cells (0.35), the result obtained is significant. The solution

pulling more responses (“Benefit”) will be sent to all other numbers in the list.

6.4.2 Newspapers

It was decided to advertise on a quarter page (22x5) rather than half-page. Due to Sainsbury’s

square root principle, an advert space which is double in size will not pull twice as many

responses, but just the square root of the increase in size. Only the cost would double. The

quarter page was therefore deemed as a more cost-effective solution.

A/B split runs will be used on both Metro and Guardian to test two different creative

solutions as well as the effectiveness of each medium.

6.4.3 Radio

Heart FM will be tested during the first three weeks of September, right before students

return to University. The schedule illustrated below applies to the Essex region only.

Figure 8. Heart FM advertising schedule Day Part Spot Length No.Of Spots Avg.Spot Rate Time Bands Monday Tuesday Wendsday Thursday Friday Saturday Sunday

Overnight 30 3 7.58 00:00-06:00 1 1 1Breakfast 30 9 72.63 06:00-10:00 1 2 1 1 1 1 2Mid-Morning 30 6 76.24 10:00-13:00 1 1 2 1 1Afternoon 30 6 64.5 13:00-16:00 2 1 1 2Weekend Afternoon 30 3 46.42 13:00-17:00 2 1PM Drive 30 6 81.88 16:00-19:00 1 1 1 2 1Evening 30 5 16.38 19:00-23:59 1 1 1 1 1


22

Week Average Population Average impacts Average Reach Average % Reach OTH Spots Station Cost

1 906,339 877,208 219,258 24 4 38 2,233.332 906,339 877,208 219,258 24 4 38 2,233.333 906,339 877,208 219,258 24 4 38 2,233.33

Total 906,339 2,631,624 321,502 35 8 114 6,700 It is here assumed that Heart FM will not deliver as expected (0.15% response rate). As it

scored quite poorly in the offline media ranking (12thout of 14, with a cost per lead of £13.89)

any response rate lower than the one estimated cannot be tolerated.

6.4.4 Magazines

The effectiveness of both Focus and New Scientist is going to be tested. As they scored low

in the offline media ranking (respectively, 11th and 13th out of 14) the testing is trying to

understand if a response rate higher than what is initially believed (0.15%) can be achieved. It

is here assumed that the response rate will not be higher; therefore advertising in both

magazines will be abandoned in favour of loose inserts.

6.4.5 Loose Inserts

Split run tests have proven particularly effective with loose inserts (Bird, 2007). The

advantage of this medium is that more than two solutions can be tested at the same time. For

example, along with the usual split between emotional-driven and benefit-oriented messages,

also a mix of the two can be tested as well as a fourth and fifth creative solutions. Since

testing is undertaken at an 80% confidence level and the expected response is well below 1%,

it is important to keep the error tolerance to a minimum as shown in the figure below.



Furthermore, each newspaper and magazine has its own rules regarding the minimum

quantity of loose inserts to be purchased; therefore increasing the quantity of the sample size

will reduce the error tolerance and meet the publisher’s demand.


23

6.4.6 Science Museums

Distributing flyers in front of the five Science Museums will be tested for two weeks. This

may seem quite a long period of time, but it is necessary to allow a little longer for this kind

of activity to deliver results as they will not be as immediate as with SMS. It is here assumed

that the distribution of flyers will prove to be very effective, especially in targeting key

segments such as Maths and Science students. For this reason it will be carried out for three

months.

6.4.7 Outdoor

Billboard and bus stop advertising will sustain marketing activities undertaken inside

Universities. Such outdoor activities are believed to have an important impact on the amount

of enquirers acquired through students’ newspapers, magazines and radio as they build brand

awareness and recognition. However, they will be tested too. Their effectiveness, in fact, will

be monitored in the month of October and compared to results obtained in May, during a

period when the same marketing activities were undertaken in Universities, but outdoor had

not yet been employed. If successful, outdoor advertising will be used again in March 2012.

6.4.8 Student Fairs

Here it is expected that at least 1 out of 200 second and third year students will participate at

the Student Fair and apply to get more information on becoming a teacher. Since this appears

quite feasible to accomplish, it is assumed that the target will be met and TDA will renew its

presence for a second Student Fair (March 2012) in all 20 Universities.

6.4.9 AdWords and Facebook

Both Google and Facebook offer free software to monitor PPC campaigns; therefore both

activities will be tested for a month. Along with the medium itself, also the different solutions

proposed are going to be tested (see Appendices F.2 and F.3) to understand which creative

approach is more effective and/or if some of the solutions need to be improved.


24

6.4.10 Banners and Spotify

The effectiveness of Flash-animated banners will be tested on all websites and Spotify.

Furthermore, since different versions are provided (see Appendix F.5), tests will also show

which one is proving to be the more effective in terms of prospects’ acquisition.

6.5 Budgeting

Medium Response Volume Cost (£) Times/Months

Used Total

Responses Total Cost

(£)

Newspapers The Guardian 330 5,573 3 990 16719

Metro 700 9,348 3 2100 28044 University (34) 1,121 12,795 3 3363 38385

Radio University (15) 392 3,525 3 1176 10575

Heart 482 6,700 1 482 6700 Creative brief n/a 5,000 1 n/a 5000

Mobile Cold List 3,500 37,000 1 3500 37000

Magazines New Scientist 132 1,850 1 132 1850

Focus 110 1,500 1 110 1500 Plasma TV

SubTV University 875 8,750 1 875 8750 Loose Inserts The Guardian 1,013 7,875 4 4052 31500 New Scientist 570 6,667 5 2850 33335

Focus 478 4,048 5 2390 20240 Events

Student Fairs 658 6,000 2 1316 12000 Flyers

Science Museum (5) 2,275 20,000 3 6825 60000 University n/a 3,000 n/a n/a 3,000 Internet AdWords 107 1,204 8 856 9632 Spotify 1,014 14,256 1 1014 14256

Social Media Facebook 157 1,371 1 157 1371 Banners

jobs.guardian.co.uk 173 1,360 6 1038 8160


25

jobs.dailymail.co.uk 22 170.00 6 132 1020 newscientist.com 91 680.90 6 546 4085

wordreference.com 96 956.25 6 576 5738 milkround.com 29 189.00 6 174 1134 prospects.ac.uk 140 975.00 6 840 5850

jobsite.co.uk 365 3,420 6 2190 20520 nus.org.uk 25 234.00 6 150 1404

University (32) 825 8,018 3 2475 24054 Outdoor Billboard n/a 12,000 1 n/a 12000

Bus Stops n/a 8,000 1 n/a 8000

TOTAL 15680 192465 - 40309 431822

6.6 Evaluation

• Total number of enquirers: 40,309 (circa);

• Total budget allocated: £500,000;

• Total budget spent: £431,822;

• A minimum of £50,000 of the leftover is to be spent on database and website

maintenance as well as market research;

• 3.64% leftover (£18,178) will be used for unexpected expenses, unforeseen events and

all sorts of contingencies;

• Average cost per enquiry: £10.71.


26

7.0 Conversion (Stage 2)

It illustrates the prospect’s journey after his/her enquiry and shows how the use of different

media approaches and communications will ensure the required conversion.

7.1 Objectives

• Acquire 12,000 new applicants (30% conversion);

• Enhance database. Divide enquirers in “Type 0”, “Type 1” and “Type 2” to analyse

trends and patterns in their behaviour for future management’s considerations.

7.2 Strategy

• Testing of the message with emotional appeal vs. message with benefit at each new

stage in the communication plan and apply the more effective;

• Personalised communication for each segment at each stage;

• Training of staff to deliver better support and customer service as well as functioning as

a powerful marketing tool to convert enquirers into applicants;

• Send an online questionnaire to all non-applicants to find out why they have not applied

and if they still consider pursuing a career in teaching. Label and archive them as either

“Type 0” or “Type 1”.

7.3 Campaign

The communication plan devised for Stage 2 is divided into seven phases and will last a

maximum of 20 days for each prospect. Each message sent out at each phase will be highly

personalised as prospects have entered their details when applying through the TDA’s

website during Stage 1. It is relevant to notice that, in compliance with the current Data

Protection Act (1998), only people who gave permission for their personal details to be used

(through double opt-in) will be contacted.


27

7.3.1 The Seven Steps

1. Email (1): It will be administered through Dynmark Direct at a cost of 0.82p per

message. The response rate from warm prospects is expected between 1% and 2%

(Tapp, 2008);

2. Email (2): Same as Email (1) but response is a little lower;

3. SMS (1): It will be administered through Dynmark Direct at a cost of 3.6p per text. The

response rate from warm prospects ranges between 2% and 2.5% (DMA, 2011).

4. MMS: It will be administered through Media Burst at a cost of £85/’000. The response

rate, although usually higher, is expected around 3% for this kind of activity.

5. Direct Mail: A personalised pack will be sent to all enquirers remained. This report

proposes a brochure as an example (see Appendix G.4) but it can also be something

more complex. Whatever pack is sent, however, it is of extreme importance that it is

tailored to the specific individual. Prices for posting were acquired from Royal Mail

(36p per pack for First Class) and overall CPT was estimated at around £600 during this

phase, taking into account printing costs. The response rate is usually quite high,

around 6% or 7% and even slightly more sometimes (Bird, 2007).

6. Telephone Follow/Up: It is demonstrated that a telephone call within three or four

days after direct mail boosts response up to three or four times (Thomas and Housden,

2002). The phone call needs to be nothing more than a friendly enquiry and staff will

have to be trained properly so as to make something similar to a soft-sell. Outbound

calls will be administered by Lead Line at a CPT of £1,700.

7. SMS (2): Same as SMS (1) but it will create a sense of urge (see Appendix G.5). This

is a famous copywriting technique and will gain responses from those who wait until

the very last minute to make a decision (Bird, 2007; Sugarman, 2007).


28

7.3.2 Database Strategy

At the end of Stage 2, prospects who have not applied or have blown out anytime during the

process will be sent an online questionnaire (see sample in Appendix I) asking the reasons for

them doing so. The chance to win £50 worth of Amazon vouchers will be offered as an

incentive to complete it. All prospects will then be divided into three types:

1. Type 0: Prospects who have not applied and do not consider pursuing a teaching career

anymore;

2. Type 1: Prospects who have not applied but still consider pursuing a teaching career in

the future;

3. Type 2: Prospects who have applied.

Prospects labelled as “Type 0” will not be contacted again, whereas those who have been

archived as “Type 1” will constitute the key starting point for generating future ‘hot lists’.

Prospects who have not compiled the questionnaire will be archived as “Type 1” as default.

See also section 8.3 for future managerial implications and database management.

See flowchart for Stage 2 overleaf.


29

DATABASE

Update info (if necessary)

ARCHIVE (Type 2)

Questionnaire

ARCHIVE (Type 0 or 1)

Questionnaire

Conversion rate at each

stage

1. 1.7%

+680

2. 1.3%

+511

3. 7.4%

+2,716

4. 16%

+5,438

5. 2.0%

+571

TOTAL

30%

~12,022

EMAIL

SMS (1)

RESEND EMAIL

40,000 (High-fliers, Maths, Science)

Blowout Soft Bounce

Soft Bounce

Hard Bounce

Application completed 1&2

3

Application completed?

Blowout Yes

Customer Service tries to convert


Loop 1

No

No

Called for more info?

Yes

DIRECT MAIL (personalised pack is sent)

TELEPHONE F/UP


Blowout

Blowout

Yes

Application completed

5

6

No application

Loop 1


SMS (2)

Blowout

Blowout Yes

Yes

No

No

7


DAY 1

DAY 3

DAY 12

DAY 16

DAY 20

Yes No

Blowout

No

X2

MMS 4


Loop 1

No Yes

Blowout

Blowout

No application Application completed

3. 2.5%

+970

4. 3%

+1135

DAY 5

DAY 7


30

7.4 Testing

Each medium is going to be tested at an 80% confidence level. When two or more creative

solutions are proposed, testing will establish which one pulls more responses.

7.4.1 Email (1)

• Subject line A (emotional) vs. Subject line B (economical benefit);

• Content A (emotional) vs. Content B (economical benefit);

• Banner vs. No banner.

Since each of the three testing elements has only two possible permutations (A or B), a total

of 23 permutations are identified:

List 1 List 2 List 3 List 4 List 5 List 6 List 7 List 8 Subject A Subject A Subject A Subject A Subject B Subject B Subject B Subject B Content A Content A Content B Content B Content A Content A Content B Content B

Banner No banner Banner No banner Banner No banner Banner No banner

The problem with setting a low error tolerance (0.20%) is that it will require far too many

names inside each test cell to be significant (6,850). Therefore, testing needs to be done either

with a higher degree of error tolerance (if deemed reasonable) or by assuming that emails

with banner will pull more responses, thus meaning cutting down the lists from eight to four.



After testing, the permutation that pulled more responses will be sent to all other prospects. It

is here assumed that List 7 will pull more responses.




31

7.4.2 Email (2)

• Non-openers of previous email will be sent a different subject line but same content;

• Openers of previous email will be sent the same subject line but different content.

7.4.3 SMS (1)

For SMS, two versions of creative are to be tested (see Appendix G.2).



Limit of error = 0.4256 Significant

After testing, the message that pulled more responses will be texted to all other prospects. It

is here assumed that the benefit-oriented message will pull more responses.

7.4.4 MMS

As with SMS, two creative solutions are to be tested: one more benefit-oriented, the other

playing on a more emotional level (ESP).




It is here assumed that the message “Benefit” will pull more responses (see Appendix G.3).

Mailing quantity Response rate (%) Emotional (ESP) 4,500 2.3

Benefit 4,500 2.8 | 0.5 |


Benefit 3,000 3.3 | 0.6 |


32

7.4.5 Direct Mail

A brochure personalised by subject studied will be sent to all prospects (see Appendix G.4 for

example showing a Maths brochure). The copy will play both on the challenging role of

becoming a teacher as well as on the competitive salary and benefits. Testing will be carried

out to understand which of the following permutations pulls more responses.

List 1 List 2 List 3 List 4 Branded envelope Branded envelope Non branded envelope Non branded envelope

Headline with benefit Headline with ESP Headline with benefit Headline with ESP

All future brochures will be sent according to the outcome of this test.

7.4.6 SMS (2)

This is a final call to action. Prospects will be literally invited to “hurry up” and complete the

application form. The text message will emphasise what the prospect is missing if he/she

does not apply to become a teacher. This can be either an emotional reward or, once again, a

pure economic benefit (see Appendix G.5).





Benefit 3,500 2.3 | 0.5 |


33

7.5 Budgeting

Medium Type (or Channel) Quantity CPT (£) Total

(£) Conversion

(%) Applicants CPA (£)

Email (1) 40,000 8.20 328 1.70% 680 0.48 Email (2) 39,320 8.20 322 1.30% 511 0.63 SMS (1) 38,809 36 1397 2.50% 970 1.44

MMS 37,839 85 3216 3.00% 1135 2.50 Direct Mail

(printing and posting)1 36,703 600 22022 7.40% 2716 8.11

Telephone2 Inbound3 8,000 1,000 8000 n/a n/a n/a

F/up - Outbound 33,987 1,700 57779 16.00% 5438 10.63 SMS (2) 28,549 36 1028 2.00% 571 1.80

Incentive Vouchers4 1 - 50 n/a n/a n/a

TOTAL - - 93764 - 12022 7.80

1 36p per pack with Royal Mail + 20-30p for printing each brochure or any other kind of personalised pack. 2 Prices for inbound and outbound calls are here provided if TDA cannot administer it internally. 3 Depending on the amount of people calling for more information (20% of all enquirers is the figure here assumed).

Inbound calls will be administered by AlldayPA. 4 £50 worth of Amazon voucher is offered for completing the questionnaire.

7.6 Evaluation

• Total number of applicants: 12,022 (30% conversion);

• Total budget allocated: £100,000;

• Total budget spent: £93,764;

• 6.24% leftover will be used for unexpected expenses, unforeseen events and all sorts of

contingencies;

• Average cost per application: £7.80.


34

8.0 Database

The following paragraph is for the consideration of present and future database management.

It sets the objectives to meet in order to carry out reliable data research and illustrates the

different steps in the strategy to achieve this. See Appendix H for possible database structure.

8.1 Objectives

• To organise data in order to ease its usage and accessibility for building future

marketing communication strategies;

• To use database to segment customers in order to create more relevant, better tailored

communications.

8.2 Strategy and Management

• De-duplication. Cleanse database from duplicates deriving from the purchase or rental

of ‘cold lists’ or multiple enquiries from the same prospect;

• To ensure database processes comply with the current Data Protection Act (1998);

• To offer double opt-in option to enquirers;

• To draw a picture of the average enquirer through the identification of patterns and

commonalities from his/her response to advertising and further subdivide prospects into

“Type 0”, “Type 1” or “Type 2” (see Appendix H);

• To gain understanding in media effectiveness and best time/location of contact;

• To identify geographical areas that are under/over-represented;

8.3 Future Managerial Implications

With the large amount of data gathered after Stage 1 and Stage 2, the database manager in

charge will be able to distinguish between prospects who were converted (“Type 2”) and

prospects who were not converted; in that last group, an online questionnaire sent to all non-

applicants (see Appendix I) will allow to further discern those who still consider teaching


35

(“Type 1”) from those who do not anymore (“Type 0”). This will provide future management

with a list of warm prospects and the understanding of which medium works better as far as

the acquisition of prospects is concerned (an example is provided in Appendix H).

9.0 Recommendations

• Undertake further qualitative research on perceptions around teaching, especially inside

key segments such as Maths and Science students/graduates;

• Monitor brand awareness, recognition and recall to ensure TDA is in prospects’ evoked

set;

• Continually enhance, maintain and update database to provide present and future

management with more insightful and accurate information.


36

10.0 References

AdPlanner (2011), [WWW], Available from: www.google.com/adplanner [Accessed on:

17/01/2011]

Alexa (2011), [WWW], Available from: www.alexa.com [Accessed on: 25/01/2011]

AlldayPA (2011), [WWW], Available from: http://www.alldaypa.com [Accessed on:

02/02/2011]

BAM (2011), “Student Marketing”, [WWW], Available from: www.sumarketing.co.uk

[Accessed on: 16/02/2011]

BBC (2010), [WWW], Available from:

http://www.bbc.co.uk/blogs/haveyoursay/2010/07/is_competition_for_graduate_jo.html


http://www.bbc.co.uk/news/education-12019678 [Accessed on: 26/01/2011]

Bird, D. (2007), Commonsense Direct & Digital Marketing, London, Kogan Page.

Campus Media (2011), “Student Marketing & Media Advertising”, [WWW], Available from:

www.campusmedia.co.uk [Accessed on: 02/02/2011]

Cheap Leaflets (2011), [WWW], Available from: www.cheapleaflets.net [Accessed on:

17/02/2011]

DMA (2011), [WWW], Available from: www.the-dma.org [Accessed on: 25/02/2011]

DirectGov (2011), [WWW], Available from: www.direct.gov.uk [Accessed on: 28/01/2011]

Dynmark Direct (2011), “Pricing”, [WWW], Available from: www.dynmark.com [Accessed

on: 20/02/2011]

http://www.google.com/adplanner�

http://www.alexa.com/�

http://www.alldaypa.com/�

http://www.sumarketing.co.uk/�

http://www.bbc.co.uk/blogs/haveyoursay/2010/07/is_competition_for_graduate_jo.html�

http://www.bbc.co.uk/news/education-12019678�

http://www.campusmedia.co.uk/�

http://www.cheapleaflets.net/�

http://www.the-dma.org/�

http://www.direct.gov.uk/�

http://www.dynmark.com/�


37

DoubleClick (2011), [WWW], Available from:www.google.com/doubleclick [Accessed on:

13/01/2011]

Education (2011), [WWW], www.education.gov.uk [Accessed on: 27/01/2011]

Facebook Advertising (2011), [WWW], Available from: www.facebook.com/advertising


Hesa (2011), “Students and Qualifications”, [WWW], Available from: www.hesa.ac.uk


Kapferer, J.N. (2002), The New Strategic Brand Management: Creating and Sustaining

Brand Equity Long Term, Fourth Edition, London, Kogan Page.

Lead Line (2011), [WWW], www.leadline.co.uk [Accessed on: 03/02/2011]

Marketing Minefield (2011), “Marketing with Leaflets and Flyers”, [WWW], Available

from: www.marketingminefield.co.uk [Accessed on: 21/02/2011]

Media Burst (2011), [WWW], Available from: www.mediaburst.co.uk [Accessed on:

21/02/2011]

Mintel (2011), [WWW], Available from:

http://academic.mintel.com/sinatra/oxygen_academic/search_results/show&/display/id=4798

14/displaytables/id=479814 [Accessed on: 26/01/2011]

http://academic.mintel.com/sinatra/oxygen_academic/search_results/show&/display/id=4798

86/display/id=521206?select_section=521081 [Accessed on: 28/01/2011]

Ofcom (2010), [WWW], Available from: http://consumers.ofcom.org.uk/2010/08/tv-phones-

and-internet-take-up-almost-half-our-waking-hours [Accessed on: 27/01/2011]

http://www.google.com/doubleclick�

http://www.education.gov.uk/�

http://www.facebook.com/advertising�

http://www.hesa.ac.uk/�

http://www.leadline.co.uk/�

http://www.marketingminefield.co.uk/�

http://www.mediaburst.co.uk/�

http://academic.mintel.com/sinatra/oxygen_academic/search_results/show&/display/id=479814/displaytables/id=479814�

http://academic.mintel.com/sinatra/oxygen_academic/search_results/show&/display/id=479814/displaytables/id=479814�

http://academic.mintel.com/sinatra/oxygen_academic/search_results/show&/display/id=479886/display/id=521206?select_section=521081�

http://academic.mintel.com/sinatra/oxygen_academic/search_results/show&/display/id=479886/display/id=521206?select_section=521081�

http://consumers.ofcom.org.uk/2010/08/tv-phones-and-internet-take-up-almost-half-our-waking-hours�

http://consumers.ofcom.org.uk/2010/08/tv-phones-and-internet-take-up-almost-half-our-waking-hours�


38

Outdoor Advertising UK Ltd (2011), “For All Outdoor Advertising”, [WWW], Available

from: www.outdooradvertisingltd.co.uk [Accessed on: 23/02/2011]

Porter, M.E. (1980), Competitive Strategy, New York, The Free Press.

Royal Mail (2011), “Corporate & Public Sector”, [WWW], Available from:

www.royalmail.co.uk [Accessed on: 03/02/2011]

Science Museum (2011), “Visitors”, [WWW], Available from: www.sciencemuseum.ork.uk


Seda, C. (2009), Search Engine Advertising: Buying Your Way to the Top to Increase Sales,

Berkley, New Riders.

Statistics (2011), [WWW], Available from: www.statistics.gov.uk [Accessed on: 28/01/2011]

SubTV (2011), [WWW], Available from: www.sub.tv [Accessed on: 10/02/2011]

Sugarman, J. (2007), TheAdWeek Copywriting Handbook, New Jersey, Wiley.

Tapp, A. (2008), Principles of Direct and Database Marketing: A Digital Orientation, Fourth

Edition, Harlow, Financial Times Prentice Hall.

TDA (2011), [WWW], Available from:www.tda.gov.uk [Accessed on: 16/11/2010]

Thomas, B., Housden, M. (2002), Direct Marketing in Practice, Oxford, Butterworth-

Heinemann.

Website Grader (2011), [WWW], Available from: www.websitegrader.com [Accessed on:

14/01/2011]

http://www.outdooradvertisingltd.co.uk/�

http://www.royalmail.co.uk/�

http://www.sciencemuseum.ork.uk/�

http://www.statistics.gov.uk/�

http://www.sub.tv/�

http://www.tda.gov.uk/�

http://www.websitegrader.com/�


39

Appendices:

A: Secondary Research B: Brand Identity

C: Primary Research D: TDA in Universities E: Radio Creative Brief

F: Creative (Stage 1) G: Creative (Stage 2)

H: Database I: Online Questionnaire (Type 0; Type 1)

J: Bibliography


40

Appendix A – Secondary Research

Figure 9. Proposed model for TDA’s 360-degree marketing strategy

In red are the three pillars on which TDA’s communication must constantly work. A change

in general perceptions of teaching (accomplished through relevant advertising) will in fact

build trust towards the brand. As a consequence of that, levels of brand awareness and recall

will raise. This can be achieved with a wide range of activities illustrated above, most of

which are fully analysed throughout this report.


41

Appendix B – Brand Identity

1. TDA’s brand image sums up all the efforts and high budgeting put into advertising and

marketing communications. It reflects the idea consumers have built in their minds

within time of the brand and shows a company that deals with all due seriousness with

a very serious matter yet not forgetting to give it an indispensable modern touch.

2. TDA’s personality sets the way the consumer expects the whole organisation will

behave when the first contact is made. Through its advertising messages, the consumer

has already learned how to interact with the brand and what to expect from it – that is

constant challenge and reliable support.

3. Relationship is what the consumer feels the company ultimately provides. In TDA’s

case, this is the experienced and knowledgeable guidance each customer will benefit of

throughout the whole process of choosing the specific ITT course to become a teacher.

4. Culture helps a business set its future goals and establishes the right path to achieve

them. TDA’s culture lies in the slogan flaunted on the homepage of its website:

“Developing people, improving young lives”. A mission, in the noblest meaning of the

term.

5. Reflection is the reason why consumers turn to TDA in the first place. The brand image

gets hold of a person’s self-concept and reminds them of what they want to be.

Ultimately, they are recent graduates inspired by their great passion of making a

difference in somebody else’s life.

6. Self-image sets the distance between the consumer and the brand image. Theoretically,

the closer the two figures are, the higher the interest in the product/service will be.

Through its branding strategy, TDA also makes sure to attract aspiring teachers that are

serious about and dedicated to the job while being innovative and modern in their way

of communicating ideas.


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Appendix C – Primary Research

In-house research has been carried out in order to gain insight into students’ perceptions of

teaching as a career. Both quantitative and qualitative approaches have been considered. The

results obtained helped devise a more problem-oriented communication strategy that helped

position teaching as a challenging, rewarding and fairly profitable career.

All research conducted was in line with the standards of MRS Code of Conduct and Data

Protection Act (1998) and sensitive information will be kept anonymous and confidential.

C.1 Objectives

• To gain valuable insight in why students consider teaching as a career;

• To find out what variables* are more appealing when considering a job;

• To discover what students’ perceptions of teaching are in terms of those variables;

• To understand if students who consider teaching as a career are aware of TDA. * A list of variables was identified through Mintel (2011) and included: salary; degree of challenge of the job; how rewarding it is; amount of holidays; flexibility of hours.

C.2 Methodology

The research (both quantitative and qualitative) was administered inside the University of

Greenwich in the period from 15th to 25th of January. A university setting was deemed as

more appropriate because it is directly linked with TDA’s operations.

C.2.1 Quantitative Research

Quantitative research took the form of a self-administered questionnaire which provided the

researchers with insights from a key age segment (18- to 28-year-olds). This is not

representative of the whole UK population but it does give a good understanding of current

perceptions of teaching from students, which is ultimately the scope for which the

questionnaire was administered in the first place.

The sample size was set as not smaller than 100 participants because otherwise the

researchers might have been supplied with data potentially misleading. The sampling method


43

selected was purposive (or judgemental) sampling as the researchers felt that the analysis of

students’ perceptions was more relevant to the purpose of this research, especially when

considering that it would set the basis for the development of a tailored, problem-oriented

communication strategy.

To ensure ease of readability and full comprehension of the questions presented, a pilot

testing of 10% of all questionnaires was carried out, leaving the researchers without any

doubt about possible misinterpretations from respondents.

C.2.2 Qualitative Research

Qualitative research took the form of five in-depth interviews which was conducted only after

the analysis of the results obtained through quantitative research. Only students who were

considering teaching as a career took part in the interview. The sampling method utilised was

snowball sampling as it was considered less time-consuming if each interviewee provided the

name of someone who would be willing to take part in the interview. The length of each

interview was one hour as this ensures deeper analysis and provides sufficient time for

eventual investigation of relevant matters. The researchers decided to settle with five

interviews after saturation point was reached.

C.3 Questionnaire: Results

See questionnaire sample with percentage of respondents overleaf.


44

Q1 Have you considered teaching as your future career?

Yes 51.0% No 49.0%

Q2 Have you heard of Training & Development

Agency for Schools (TDA)? Yes 28.0% No 72.0%

Q3 How important are the following attributes

when considering a job? -3 = Not at all important +3 = Extremely important

-3 -2 -1 0 +1 +2 +3 Salary

0.0%

1.0%

1.0%

0.0%

8.0%

32.0%

58.0%

Challenging 0.0%

3.0%

0.0%

6.0%

17.0%

37.0%

37.0%

Holidays 1.0%

2.0%

4.0%

15.0%

21.0%

33.0%

24.0%

Flexible hours 0.0%

3.0%

5.0%

11.0%

20.0%

35.0%

26.0%

Rewarding 2.0%

0.0%

2.0%

3.0%

12.0%

28.0%

53.0%

Q4 How do you perceive teaching in terms of the

following attributes? 1 -

Extremely poor

2 - Very poor

3 - Poor

4 - Average

5 - High

6 - Very High

7 - Extremely high

Salary 1.0%

6.0%

27.0%

23.0%

28.0%

12.0%

3.0%

Challenging 0.0%

4.0%

9.0%

16.0%

27.0%

26.0%

18.0%

Holidays 0.0%

3.0%

8.0%

8.0%

23.0%

28.0%

30.0%

Flexible Hours 4.0%

6.0%

7.0%

15.0%

23.0%

33.0%

12.0%

Rewarding 2.0%

4.0%

10.0%

18.0%

23.0%

29.0%

14.0%

Q5 Do you consider Government operated services more reliable?

Yes 71.0% No 29.0% About You Q6 Are you... ? Male 52.0% Female 48.0% Q7 Which of the following age brackets applies

to you? 18-22 50.0% 23-27 38.0% 28+ 12.0% Q8 What degree course are you attending? Architecture 2.0% Business 32.0% Chemistry 2.0% Computer & IT 6.0% Economics 6.0% Languages 2.0% Law 2.0% Marketing 3.0% Mathematics 9.0% Medicine 1.0% Politics 3.0% Psychology 5.0% Science 5.0% Other 16.0% Q9 What is your expected graduation grade? 1st 39.0% 2:1 55.0% 2:2 5.0% 3rd 1.0% Pass 0.0%

Perceptions of a Teaching Career We are undertaking a survey to find out students’ perceptions of teaching as a career. Please fill in this questionnaire to help us with our study. All information will remain confidential.

Thank you for completing this questionnaire.


45

C.3.1 Main Findings

• Almost half (49%) of the people surveyed was considering teaching as a career but only

28% of them had heard of TDA;

o Amongst those who were considering teaching, an outstanding 62.7% had

never heard of TDA;

• 71% of the people interviewed thought that Government operated services are more

reliable;

• There is a higher percentage of males (57.7%) considering teaching as a career than

females (43.75%);

• Older students (28+) are 15% more prone to consider a career as teachers than younger

students (18-27);

• Amongst 18-22 students, 66% had never heard of TDA;

• Amongst 23-27 students, 79% had never heard of TDA;

• Amongst 28+ students, 75% had never heard of TDA;

• Students expecting a First are more likely to consider teaching (59%) than those

expecting a 2:1 (47.2%) or a 2:2 (40%);

• Amongst all students surveyed, the most likely to consider teaching as a career are

those attending courses such as Chemistry, Computer & IT, Languages, Mathematics,

Medicine, Psychology and Science;

• Amongst all students surveyed, those who the least had heard of TDA were attending

courses such as Business, Computer & IT, Economics, Languages, Law, Mathematics,

Politics and Psychology;

• Out of 5 Science students surveyed, 4 were considering teaching (80%) but only 2 of

them (40%) had heard of TDA;

• Out of 9 Maths students surveyed, 5 were considering teaching (55.5%) but only 3 of

them (33.3%) had heard of TDA.

C.3.2 The Fishbein Model

The Fishbein (1975) model was used to measure students’ perceptions of teaching on a series

of five attributes which were previously sourced via Mintel (2011). These represent the main


46

variables people consider when looking for a job. Students were first asked to rank each of

the five attributes on a 7-point scale (Likert scale) and then asked to express their beliefs

about teaching according to the same range of variables.

Figure 10. Results obtained from the application of the Fishbein model.

Attributes E Teaching be Salary 2.43 4.19 10.18

Challenging 1.96 5.16 10.11 Holidays 1.48 5.55 8.21

Flexible hours 1.57 4.94 7.76 Rewarding 2.19 4.99 10.93

Total 47.19

From the results obtained, it is evident that a job is likely to appeal more to students if it has a

good starting salary, is challenging enough and is also a highly rewarding one. The amount of

holidays throughout the year and flexibility of hours do not seem to play a major role, but

incidentally are amongst the top attributes that the students surveyed linked to teaching, at the

expense of salary which scored the lowest (4.19 out of 7). Overall, students agreed that

teaching is both very challenging and rewarding but they may still not be inclined to pursue it

as a career due to the poor perceptions around its salary.

C.4 In-Depth Interviews: Results

All five aspirant teachers interviewed shared the following viewpoints when asked why they

wanted to become teachers:

• They love what they do and thus want to share their passion;

• Teaching is not an ordinary job as there is not a real routine: each day is different

because they are dealing with people;

• If done properly, teaching is a very interactive and rewarding job;

• Students’ honest and complete attention to a teacher’s words is priceless;

• They were influenced in their choice by one specific teacher who showed passion about

the job and was able to transmit it.


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Appendix D – TDA in Universities

As previously discussed, BAM can offer a quick and easy service for targeting students in

Universities through a broad series of media specifically targeted at students. Since the

company could not disclose any information about pricing, a list of 34 student newspapers

and magazines is here provided along with 15 radio stations and 32 Student Union’s websites

on which online marketing activities will be undertaken. Prices and volume of readers or

listeners were acquired directly from Universities.

D.1 Newspapers/Magazines

University (Newspaper/Magazine)

Volume Reached

Cost per '000 (£)

Total Cost (£)

Possible Response

Response Volume


Arts London Less Common More Sense 20,000 25.00 500 0.20% 40 12.50 20

Bath Insider 12,000 29.17 350 0.20% 24 14.58 24

Bedfordshire The Blend 13,485 25.95 350 0.20% 27 12.98 22

Birmingham Spaghetti Junction 15,000 23.33 350 0.20% 30 11.67 18

Bradford Bradford Student 12,245 34.71 425 0.20% 24 17.35 25

Brighton The Verse 16,500 22.73 375 0.20% 33 11.36 17

Bristol Epigram 17,810 39.30 700 0.20% 36 19.65 29

Brunel Le Nurb 14,265 10.52 150 0.20% 29 5.26 2

Buckinghamshire The Bucks Student 8,340 47.96 400 0.20% 17 23.98 32

Cambridge The Varsity 12,000 41.67 500 0.20% 24 20.83 30

City University City Offline 21,260 14.11 300 0.20% 43 7.06 6

Cardiff GairRhydd 25,000 23.80 595 0.20% 50 11.90 19

Derby Dusted 19,845 12.60 250 0.20% 40 6.30 5

Durham The Palatinate 16,275 36.87 600 0.20% 33 18.43 27

Exeter Exepose 19,200 18.23 350 0.20% 38 9.11 11


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Gloucestershire Space 8,445 47.37 400 0.20% 17 23.68 31

Glamorgan TAG 22,710 4.40 100 0.20% 45 2.20 1

Hull HULL Fire 18,700 16.04 300 0.20% 37 8.02 9

Leeds The Leeds Student 24,500 22.45 550 0.20% 49 11.22 15

Liverpool Beat 24,380 14.36 350 0.20% 49 7.18 7

Montfort The Demon 18,895 12.17 230 0.20% 38 6.09 3

Manchester Grip 27,000 22.22 600 0.20% 54 11.11 14

Newcastle The Courter 14,000 35.71 500 0.20% 28 17.86 26

Nottingham Impact 24,000 12.50 300 0.20% 48 6.25 4

Oxford The Oxford Student 15,000 26.67 400 0.20% 30 13.33 23

Plymouth The Knowledge 22,365 19.90 445 0.20% 45 9.95 13

Portsmouth The Pugwash News 20,000 16.25 325 0.20% 40 8.13 10

Queen Margaret The Echo 5,330 37.52 200 0.20% 11 18.76 28

Roehampton Fresh 8,195 18.30 150 0.20% 16 9.15 12

Swansea The Waterfront 13,875 25.23 350 0.20% 28 12.61 21

UCL Pi Media 8,000 50.00 400 0.20% 16 25.00 34

West London Edify 17,000 14.71 250 0.20% 34 7.35 8

Westminster Smoke Magazine 17,800 22.47 400 0.20% 36 11.24 16

Worcester The Voice 7,220 48.48 350 0.20% 14 24.24 33

TOTAL 560,640 22.82 12795 - 1121 11.41


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D.2 Radios

University (Radio Station)

Volume Reached

Cost per

'000 (£)

Total Cost (£)

Possible Response

Response Volume


Bath URB 12,000 19.58 235 0.15% 18 13.06 12

Bournemouth BIRSt 14,000 16.79 235 0.15% 21 11.19 9

Birmingham BurnFM 17,000 13.82 235 0.15% 26 9.22 7

Bradford Ramair 9,000 26.11 235 0.15% 14 17.41 15

Bristol BURST 13,000 18.08 235 0.15% 20 12.05 11

Brighton Burst Radio 16,500 14.24 235 0.15% 25 9.49 8

Cambridge CamFM 12,000 19.58 235 0.15% 18 13.06 13

Canterbury+Kent CSR 30,000 7.83 235 0.15% 45 5.22 1

Hull JamRadio 18,700 12.57 235 0.15% 28 8.38 5

Leeds LSRfm 24,500 9.59 235 0.15% 37 6.39 3

Manchester Fuse FM 27,000 8.70 235 0.15% 41 5.80 2

Newcastle NSR 14,000 16.79 235 0.15% 21 11.19 10

Nottingham URN 24,000 9.79 235 0.15% 36 6.53 4

Swansea Xtreme Radio 11,700 20.09 235 0.15% 18 13.39 14

Westminster Smoke Radio 17,800 13.20 235 0.15% 27 8.80 6

TOTAL 261,200 13.50 3525 - 392 9.00


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D.3 Websites

University Total

Impressions (per month)

CPM (£)

Total Cost (£)

CTR Conversion Response Volume


Bath 37,000 2.70 100.00 0.40% 8.00% 12 8.45 14

Bedfordshire 35,000 2.86 100.00 0.40% 8.00% 11 8.93 17 Birmingham 170,000 1.51 257.40 0.40% 8.00% 54 4.73 6

Bournemouth 100,000 3.27 327.46 0.40% 8.00% 32 10.23 20 Bradford 42,000 7.57 318.00 0.40% 8.00% 13 23.66 29 Brighton 55,000 1.82 100.00 0.40% 8.00% 18 5.68 8 Brunel 200,000 2.15 429.12 0.40% 8.00% 64 6.71 9

Buckinghamshire 37,000 2.70 100.00 0.40% 8.00% 12 8.45 15 Derby 85,000 1.18 100.00 0.40% 8.00% 27 3.68 2

Durham 59,000 3.62 213.54 0.40% 8.00% 19 11.31 23 Gloucestershire 150,000 0.73 109.20 0.40% 8.00% 48 2.28 1

Huddersfield 47,000 4.06 190.94 0.40% 8.00% 15 12.70 24 Hull 280,000 1.19 334.32 0.40% 8.00% 90 3.73 3

Kingston 39,000 2.56 100.00 0.40% 8.00% 12 8.01 11 Lincoln 75,000 1.33 100.00 0.40% 8.00% 24 4.17 4

Liverpool 85,000 3.60 305.78 0.40% 8.00% 27 11.24 22 Liverpool JM 35,000 2.86 100.00 0.40% 8.00% 11 8.93 18 London Met 20,000 12.23 244.60 0.40% 8.00% 6 38.22 32

London South Bank 20,000 5.00 100.00 0.40% 8.00% 6 15.63 27

Newcastle 95,000 1.35 128.56 0.40% 8.00% 30 4.23 5 Nottingham Trent 110,000 2.68 295.00 0.40% 8.00% 35 8.38 13 Oxford Brookes 55,000 2.84 156.24 0.40% 8.00% 18 8.88 16

Plymouth 150,000 7.82 1172.36 0.40% 8.00% 48 24.42 30 Portsmouth 75,000 6.40 480.00 0.40% 8.00% 24 20.00 28 Roehampton 40,000 2.50 100.00 0.40% 8.00% 13 7.81 10

Salford 45,000 2.60 117.00 0.40% 8.00% 14 8.13 12 Surrey 65,000 4.45 289.00 0.40% 8.00% 21 13.89 25

Swansea 90,000 1.66 149.00 0.40% 8.00% 29 5.17 7 Teeside 70,000 8.97 628.00 0.40% 8.00% 22 28.04 31

University of London 150,000 4.48 672.00 0.40% 8.00% 48 14.00 26

Westminster 35,000 2.86 100.00 0.40% 8.00% 11 8.93 19 Worcester 28,000 3.57 100.00 0.40% 8.00% 9 11.16 21

TOTAL 2,579,000 3.11 8017.52 - - 825 9.71


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D.4 Student Fairs

A list of 20 Universities where TDA will have stands during Student Fairs (October 2011;

March 2012) is here provided. TDA’s presence is spread out across England and Wales as

illustrated by Figure 11.

Figure 11. Student Fairs across England and Wales

University of Birmingham; University of Bath; University of Plymouth; University of Portsmouth; London South Bank University; Kings College London; University College London; University of Essex; University of Cardiff; University of Aberystwyth; University of Manchester Metropolitan; University of Leeds; Nottingham Trent University; Sheffield Hallam University; University of Brighton; University of East Anglia; University of Liverpool; University of Southampton; University of Hertfordshire.


52

Appendix E – Radio Creative Brief

The radio spot produced will be broadcasted on both Heart FM and the student radio stations.

Client: Training and Development Agency for Schools (TDA) Product: Teaching training/career Client contact: Andrea Alessio Job number: RV-001

Budget:£5,000

Date: 02/02/2011

Agency: RADIOVILLE Account Manager: Liz Carter Creative Director: Tim Craig

Main Objective: Generate a minimum of 482 enquiries (0.15% conversion) over a period of three weeks. Secondary Objectives: • Change people’s perceptions of teaching; • Encourage students to consider a career in teaching; • Reach parents and influencers; • Emphasise the experienced guidance offered by TDA. Target Audience: Students in their penultimate or final year in University expected to get a qualification of 2:1 or above and recent graduates who are looking for a career. They are ambitious, passionate about what they do and thrilled about starting a new, challenging and rewarding job. In-house research showed that they hold poor perceptions of teachers’ salary. They don’t usually think of teaching as a career option, but they can be influenced by the right message. Tone of Voice: honest, reassuring, exciting, challenging, inspiring. Mood: professional, helpful, enthusiastic. Call to action: Encourage listeners to access main website and register.

Messages: • Earn up to £43k by the time you’re 30; • Chance to receive a tax-free bursary of up to £9k to train; • Be part of the next generation of teachers.

Format: • 30s

Review date: • 02/04/2011


53

Appendix F – Creative (Stage 1)

All creative solutions here listed are available in larger format and higher definition at:

www.tdaproject.blogspot.com.

F.1 Newspapers and Magazines

F.2 AdWords



54

F.3 Facebook

F.4 Outdoor


55

F.5 Banners

Flash-animated versions are available at: www.tdaproject.blogspot.com

F.6 Buttons

To be used on employment websites and job sections of online newspapers.



56

F.7 SMS (Cold List)


57

Appendix G – Creative (Stage 2)

The following sections illustrate the creative solutions suggested to convey a meaningful and

personalised message to each prospect throughout the phases of the communication plan.

G.1 Email


58

G.2 SMS (1)

SMS with emotional appeal (ESP) vs. SMS with benefit

G.3 MMS


59

G.4 Direct Mail (Brochure)

TDA has to bear in mind that what they are asking people to do will change their lives

forever. It is not something that has to be taken light-heartily. All information, therefore,

needs to be relevant (that means customer-tailored), seriously presented yet with a pervading

tone of excitement and challenge. The brochure was written also bearing in mind other rules

that are proved to enhance response:

• Copy is written in serif type – this will make reading easier;

• Black copy on a white background (therefore no ‘reversed out’);

• Long copy sells more than short copy (provided that the information in the letter is

relevant to the reader, he/she will take time to read up to 3-4 pages);

• Copy is written in the prospect’s language (i.e. jargon is appreciated by those who can

understand it);

• Neat structure, text is justified and there is clear division of headings and subheadings.

Writing intelligent mailings will attract intelligent candidates looking for a challenging and

exciting career or life-change.

See example of Maths brochure overleaf.


60


61

G.5 SMS (2)


62

Appendix H – Database

Table 12. Example of database structure

Personal Data Education

Title Mr. Graduated? Yes Name James Graduation Year 2010

Last Name Smith Expected Graduation - Gender Male Degree Course B.A. Mathematics

Nationality English University University of Greenwich Address 8 Edith Terrace Degree Level 2:1

City/Town London Postcode SW10 0TQ After Stage 1

Date of Birth 18/09/1988 Marital Status Bachelor Date of Enquiry 23/05/2011

Current Occupation Unemployed Medium (1) Science Museum (LDN) Email Address [email protected] Medium (2) New Scientist Mobile Number 07567584355 Medium (3) -

After Stage 2

Converted? Yes If ‘Yes’: When? 10/06/2011

Type 2 After Which Medium? Telephone F/up No If ‘No’: When declined? - Type 0 Type 1 After Which Medium? -

N.B. • Grey areas are not applicable to current prospect; • Blue area indicates prospect’s type (see sections 7.3.2 and 8.3).

Amongst many other advantages, the database will also help draw a picture of the average

enquirer. For example, there might be a common pattern amongst those who enquired during

Stage 1 and then applied after Stage 2 (i.e. location, media through which they were

recruited, creative solution to which they responded, etc.) and this information will represent

a strong advantage when building new marketing communications in the future.


63

Figure 13. Example of CPE and CPA by medium

By analysing the large amount of data gathered after Stage 2, the database manager will be

able to understand which medium is working better in terms of prospect’s conversion rather

than just acquisition. The example above is just an assumption of what could happen when

testing the same advert with the same format on two different media channels, in this case

two newspapers. While at first one would argue that advertising on Metro is more convenient

(CPE is £3.53 cheaper), after Stage 2 the Guardian shows a higher conversion rate with CPA

being £2.60 cheaper than Metro. Future management should consider this in order to

maximise ROI and should also apply the same test on all media utilised in order to discover

which one is performing better in terms of conversion (not just in pulling more responses)

and invest more on that in the future.


64

Appendix I – Online Questionnaire (Type 0; Type 1)

Q1 Do you still considered teaching in the

future? Yes No

Q2 If your answer was ‘No’, why? I got a job elsewhere I changed my mind Personal reasons I was disappointed with TDA Other Please specify

………………………………………………………………………………………………………………………………………………

Q3 Would you suggest TDA to any of your

friends or relatives? Yes No

Q4 How would you rate TDA in terms of the

following attributes? -3 = Extremely poor +3 = Extremely good

-3 -2 -1 0 +1 +2 +3 Clarity of

information

Customer service

Website’s ease of navigation

Advertising

Q5 Feel free to add any other comment you have. …………………………………

…………………………………...………………………………….

TDA – Questionnaire Fill in this questionnaire and you could win £50 worth of Amazon vouchers!

N.B. All information collected will remain confidential.

Thank you for completing the questionnaire. Your name has been entered in the prize draw. Should you win, we will get in touch to arrange

the delivery of your £50 worth of Amazon vouchers!


65

Appendix J – Bibliography

Barry, P. (2008), The Advertising Concept Book: Think Now, Design Later, New York,

Thames & Hudson.

Caples, J. (1997), Tested Advertising Methods, Fifth Edition, New York, Pearson.

Chaffey, D. (2006), Internet Marketing: Strategy, Implementation and Practice, Third

Edition, Harlow, Financial Times Prentice Hall.

Fallon, P., Senn, F. (2006), Juicing the Orange: How to Turn Creativity into a Powerful

Business Advantage, Boston, Harvard Business School Press.

Fishbein, M., Ajzen, I. (1975), Belief, Attitude, Intention and Behaviour: An Introduction to

Theory and Research, Reading, Addison-Wesley.

Halligan, B., Shah, D. (2010), Inbound Marketing: Get Found Using Google, Social Media,

and Blogs, New Jersey, Wiley.

Ingram, A., Barber, M. (2005), An Advertiser’s Guide to Better Radio Advertising: Tune in to

the Power of the Brand Conversation Medium, Chichester, Wiley.

Ogilvy, D. (1983), Ogilvy on Advertising, London, Prion.

Documents

TDA Marketing Plan