This thesis investigates how Häme University of Applied Sciences (HAMK) could market its degree programmes in Britain, and furthermore, what are the conceivable challenges and opportunities in the sector. Also, the thesis investigates the customer profile and customer journey of a British student who studies abroad. Moreover, HAMK requested particularly information about British students, and therefore this thesis focuses on the British students from different points of view. The research question for this thesis is: How could HAMK improve its marketing practises to acquire more British students?
There has been a small turnover of British students in HAMK over the years, even before Brexit, when the degree programmes were free for students from the United Kingdom (Interview HAMK, 2020). It is essential to understand the reasons behind the student’s decisions and investigate the behaviour of British students to have a clear picture of a possible marketing strategy. Currently, HAMK is not actively marketing in Britain, but marketing in more international channels which also might attract British students
(Interview HAMK, 2020). Globalization has increased the information flow dramatically, and therefore there is more knowledge available about studying overseas. The lower cost in transport, great possibilities in technology and a high global demand for skilled workforce have motivated students to study abroad. Moreover, international students are encouraged by improved economic circumstances, wider range of opportunities and experiencing a new culture.
It is not uncommon that modern academic careers include international co-operation, travelling or moving abroad. (Alberts, & Hazen, 2013, pp. 1,2). According to Lapina, Roga, &
Müürsepp, (2016, p. 3) different stakeholders have an impact on higher educational institutes or HEI’s activity and the student’s choice of study place, such as parents,
companies, labour market, and state institutions, and therefore this thesis is also examining the influence of these factors.
1.1 Objectives
The researcher is interested in the British culture and marketing aspect in education. It is interesting that British students have not travelled more to countries before Brexit, when education was free in many countries in northern Europe (Vabø, Wiers-Jenssen 2015, p.1).
There is not a lot of research available for marketing in HE institutions and moreover even less information about the behaviour of students going to study abroad (Maringe, & Gibbs 2008, p.xi). There is no original literature of the subject and therefore the usage of
secondary sources has been essential. The lack of original literature has also led to the usage of numerous of sources and because of the global need of foreign labour, it is essential to investigate this subject further. The original hypothesis is that British students are attracted to be part of the local student communities but are interested in travelling. Also, the English-speaking countries are considered a more attractive option, especially the very top
universities such as Harvard University in the United States. Finland may appear as
something of an unusual destination to the British students. It is interesting to understand what their views of Finnish qualifications are and what are the motivations behind studying abroad, moreover, how to attract more British students to study in Finland.
1.1.1 Analysis described.
To understand the overall behaviour of British students, the research examines the trends in flow of British students abroad in recent years, investigates the flow of international
students in Finland and analyses of the British higher education market by investigating the British students behaviour in internal market, and therefore establishing a customer profile.
To recognise the cultural differences the thesis investigates briefly British culture and diversity.
A SWOT analysis is conducted to investigate the business environment further, such as what are HAMK’s strengths, opportunities, and weaknesses in the current educational market and which aspects are considered as strengths in Finnish higher educational (HE) sector? Brexit, the withdrawal from the Erasmus + programme and Covid-19 has threatened the inflow of British students coming to HAMK. Also, this thesis investigates HAMK’s potential
competitors, such as Tampere University of Applied Sciences and the Netherlands. To
understand and establish HAMK’s potential marketing processes it is important to study the general higher educational institutes (HEI’s) marketing strategies, and moreover recognize the HEI’s digital marketing methods.
The thesis also investigates the theory of customer journey by examining the different phases, such as awareness, consideration, decision, delivery, and retention. The theory has been combined with an interview with a British student who is currently studying in HAMK.
The customer journey may continue if the British student decides to stay in Finland. Also, it is important to consider what British students may experience when returning to United
Kingdom.
1.1.2 Rational for approach
The method used for the study is literature review and qualitative research. Literature review concentrates on the literature of British and Finnish higher educational sector and marketing practises used by the institutes. Qualitative research is based on an interview and questionnaires. Interview ais based on a British student who is currently studying in Finland and therefore to investigate the customer journey. Questionnaires are conducted to
establish the customer profile. The aim of the research is to investigate the hypothesis, collect information and evaluate the literature used to find marketing methods which could be used in Britain to attract more students to study in HAMK.
1.1.3 HAMK and international students
Häme University of Applied Sciences (HAMK) is a higher education institution which concentrates on more workplace adapted learning methods and it is the 8th largest University of Applied Sciences in Finland. The institute has seven campuses situated in different locations around southern Finland. HAMK provides twenty-seven bachelor’s degree programmes, professional teacher’s education and ten master’s degree programmes,
moreover ten of the degree programmes are taught in English. HAMK provides degree programmes for example, in bioeconomy, wellbeing, technology, entrepreneurship, and business. The degree programmes provided in English are: “Computer Applications, Construction Engineering, Electrical and Automation Engineering, Information and
Communication Technology (Bioeconomy), International Business, Mechanical Engineering and Production Technology, Smart and Sustainable Design, Smart Organic Farming, Business Management and Entrepreneurship, Sustainable Technologies” (HAMK, n.d-c).
HAMK has got around 8800 students and 680 members of staff. Foreign students come from sixty-five different countries. (HAMK, 2021) There are currently eleven British students studying in HAMK as a full-time student (HAMK interview). There were 127 international students in HAMK in 2019, who stayed over three months (Finnish National Agency for Education, n.d.).