Analysis of Marketing in Britain for Finnish Higher Educational Sector

(1)

Analysis of Marketing in Britain for Finnish Higher Educational Sector

Bachelor’s thesis

Valkeakoski campus, Bachelor of Business Administration Spring Semester 2021

Riina Laahanen

(2)

International Business Abstract

Author Riina Laahanen Year 2021

Subject Analysis of marketing in Britain for Finnish higher educational sector Supervisors Merja Helin

The commissioner of the thesis is Häme University of Applied Sciences. The aim of the thesis is to investigate the behavior of British students who study abroad. The research question of this thesis is: What kind of marketing practices could attract more British students to apply to HAMK? Currently, there is a small influx of students from the United Kingdom who have applied to HAMK, and this thesis investigates the reasons and solutions for the phenomena.

The thesis investigates the preferences and the movement of British overseas students and the student market within the United Kingdom. It is also important to understand the flow of international students in Finland and how British students travel to Finland compared to the other international students. To create a research of marketing practices, this thesis also concentrates on the current situation in the market. It is important to establish customer profile, investigate customer journey and the possible career opportunities after graduation in Finland and in the United Kingdom. The research also includes statistical information about the internal higher educational market in Britain and the typical British student. A quantitative and qualitative research has been established to come up with solutions to marketing practices, and to give deeper insight for the research material.

According to the research, the British students are relatively unaware of the Finnish

education and culture. The British students’ reasons for going to study abroad are language skills, culture, active student life and reputation of the higher educational institute. The academic literature and the research results confirm that the students consider international studies expensive. The participants of the study were of the opinion that employers in the United Kingdom appreciate qualifications from the English-speaking countries. HAMK will need to pay attention to awareness phase and try to promote Finland as a study destination.

Co-operation with other institutes and targeted marketing could bring more students from Britain.

Keywords British students, marketing, Higher education Pages 63 pages and appendices 7 pages

(3)

International Business Abstract

Author Riina Laahanen Year 2021

Subject Analyysi suomalaisen korkeakoulutuksen markkinoinnista Britanniassa Supervisors Merja Helin

Tämä opinnäytetyö on tehty toimeksiantona Hämeen ammattikorkeakoululle (HAMK).

Opinnäytetyön tarkoituksena on tutkia ulkomailla opiskelevien brittiläisten opiskelijoiden ominaispiirteitä. Työssä tutkitaan erityisesti, millaiset markkinointikäytännöt voisivat houkutella lisää brittiläisiä opiskelijoita hakemaan HAMKiin. Britanniasta tulee suhteellisen pieni määrä opiskelijoita HAMKiin opiskelemaan, ja tässä opinnäytetyössä tutkitaan ilmiön syitä ja ratkaisuja.

Opinnäytetyössä tutkitaan brittiläisten ulkomaisten opiskelijoiden mieltymyksiä ja liikkumista sekä opiskelijamarkkinoita Yhdistyneessä kuningaskunnassa. On myös tärkeää ymmärtää miten ulkomaisten opiskelijat tulevat Suomeen ja kuinka Brittiläiset opiskelijat matkustavat Suomeen verrattuna muihin kansainvälisiin opiskelijoihin. Opinnäytetyössä tutkitaan asiakkaan profiilia, asiakasmatkaa ja uramahdollisuuksia sekä Suomessa että Britanniassa.

Tutkimus sisältää myös tilastotietoa Britannian korkeakoulujen sisäisistä markkinoista ja tyypillisestä brittiläisestä opiskelijasta. Kvantitatiivinen ja laadullinen tutkimus tukevat ratkaisujen laatimista markkinointikäytäntöihin ja luomaan syvällisempää analyysia tutkimusmateriaalin ohella.

Tutkimuksen mukaan brittiläiset opiskelijat eivät ole kovin tietoisia suomalaisesta koulutuksesta ja kulttuurista. Brittiläisten opiskelijoiden syyt ulkomaiseen opiskeluun ovat kielitaito, kulttuuri, aktiivinen opiskelijaelämä ja korkeakoulun maine. Akateeminen kirjallisuus ja tutkimustulokset vahvistavat, että opiskelijat pitävät kansainvälisiä opintoja kalliina. Brittiläiset opiskelijat arvioivat, että Yhdistyneen kuningaskunnan työnantajat arvostavat englanninkielisistä maista hankittuja tutkintoja. HAMKin on kiinnitettävä huomiota tietoisuuteen Suomesta ja yritettävä mainostaa Suomea opiskelukohteena. Yhteistyö muiden oppilaitosten kanssa ja kohdennettu markkinointi saattavat tuoda lisää opiskelijoita Iso- Britanniasta

Avainsanat Brittiläiset opiskelijat, markkinointi, korkeakoulutus Sivut 63 sivua, joista liitteitä 7 sivua

(4)

1 Introduction

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.

(8)

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

(9)

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 8^th 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

(10)

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.).

2 Background

2.1 British students abroad

The British students who decide to study abroad often are motivated to seek adventure, excitement, and fun. Many of the students want to experience something other than

traditional British higher education system, and especially North America has been appealing for British students for many years due to the language and liberal arts courses which does not tie the students to any degree programme immediately. The students who leave tend not be concerned about social status, however there are also students from more privileged background who have intense pressure to get into the prestigious universities in Britain, without succeeding. These students seek alternatives for instance from the United States.

The main motivation however for British students for seeking alternative options from abroad are adventure and the feeling of stress and pressure caused by British institutes. The stress and pressure have been determined by reports in the past, stating that British

children’s wellbeing could be improved. Studying abroad could also be considered by young people as gaining independence from parents and a way to reach adulthood. Most overseas British students come from wealthy backgrounds. (Waters, Brooks, & Pimlott-Wilson 2011, pp.1-5, pp.9,10,21)

According to Table 1, 24,000 students from the United Kingdom studied or worked abroad in 2014-2015, and 96% of the students were undergraduates, and the rest were postgraduates.

Out of the 24,000, 18,200 were studying, 5,800 working, and an additional 790 were

(11)

volunteering. Almost half of the study trips abroad were organized by Erasmus + exchange programme and 42% were assisted by university links in Britain.

Most popular lengths for study placements

Top ten international study places

Top ten degree programmes one week – 1,955 France – 3,560 languages, linguistics, and

literature

30 weeks – 1,335 United States – 3,045 business and administrative studies

two weeks – 880 Spain – 2,920 medicine and dentistry

52 weeks – 860 Germany – 1,705 social studies

eight weeks – 835 Australia – 1,385 creative arts and design

18 weeks – 835 Canada – 1,025 biological sciences

Italy – 885 physical sciences

China – 700 historical and philosophical studies

Netherlands – 690 subjects allied to medicine

Japan – 375 law

Table 1, information about British students abroad in 2014-2015, UCAS, (n.d.-a)

2.1.1 Analysis of British students studying abroad

Based on the Table 1, HAMK could focus either on the whole degree programme, or the short exchange programmes when marketing to British students. The language, linguistics and literature courses are at the top of the list as the most popular subjects to study. This may be also interlinked with the top international study places, as in the top five there is France, Germany and Spain, which are the most common languages taugh in the United Kingdom (Taylor & Marsden,2014 p. 1). Also, as an example, Germany, the Netherlands, and France have a wide selection of degree programmes in English. France, Spain, Germany, and the Netherlands have a long history in trade with Britain (Camps 2015, p. 2).

Among other reasons, the english speaking countries, such as the United States, Australia, and Canada attract students due to linguistic and cultural connections. Countries which have been part of the Organisation for Economic Co-operation and Development (OECD) have been the main destinations in the past, these countries are the United States, the United Kingdom, Germany, France and Australia. (Verbik & Lasanowski 2007, p.3,5). There may be

(12)

more various reasons, such as cultural, adventure or language based motivations to study in China, Japan and Italy. According to Verbik & Lasanowski (2007, p.7) China has increased its marketing campaigns, offered more courses in English and offers low living and tuition costs in recent years. When comparing the English taught programmes in Hamk to Table 1,

International Business and Smart and Sustainable Design could have potential when marketing in Britain (HAMK, n.d.-c).

2.1.2 Analysis of the student market within the United Kingdom

It is important to understand the potential market and to investigate the British university student’s behaviour and trends nationally in recent years can give some insight into how to conduct the marketing strategy in the United Kingdom. There were 1,975,380 million British students in the United Kingdom HE institutions in 2019-2020, and 1,589,230 were

undergraduates and 386 145 thousand were postgraduates (HESA n.d.-a) Approximately 1,5 million of the students studied full-time and under half a million studied part time. According to APPENDIX 3, the British student enrolments to HE institutes have increased from 2015 to 2020. There were over a million applicants to HE institutions in 2016-2017, which around fifty thousand less than a decade before, but the overall number of students during the period have increased, leading to record number of graduates. According to Universities UK (2018, pp.5-8), there was a decline in applicants who are eighteen years old for

undergraduate studies in 2018 compared to the previous year, however eighteen-year-olds are more likely to apply than mature students.

2.2 Studying in Finland

The Covid-19 pandemic has caused some decrease in the incoming flow of international students in 2020-2021, however some HEI’s have experienced an opposite effect, the number of exchange students have increased. The 2019 autumn semester reflects the time before the pandemic, with 4131 international students came to study in Finland. The pandemic has had a severe impact, as the mobility in Autumn semester 2020 is significantly lower: 1425 university students and 917 University of Applied Sciences students.

(13)

Table 2, Influx of international students coming to Finland, university students marked in purple, students in University of Applied Sciences marked in blue. (Finnish National Agency for Education, 2020)

There has been a steady flow of exchange students coming to Finland, flow of 8843 students in 2008 and the flow of 10273 students in 2018. Eleven of Finnish HEI’s have cancelled exchange programmes entirely due to the pandemic. The length of the studies in Finland are usually long, for instance Erasmus students stay minimum of five months. International students are currently studying in hybrid model, there are some contact lessons, but majority of the lessons are studied online. (Finnish National Agency for Education, 2020)

According to table 3, The biggest flow of international students come from Germany, 1976 students in 2019 and past ten years there has been approximately 46 per cent increase in the German student mobility to Finland. 1379 French students came to Finland to study in HEI’s in 2019 and between the period of 2008-2017 the number of French students has increased by 42%. The third most popular country of student mobility to Finland is Spain with 854 students, with an increase of 17% between 2008-2017. The fourth best

international student mobility to Finland comes from the Netherlands, with 612 students in 2019, and there has been an increase of 71% between 2008-2017. The fifth best

international student mobility comes from China, with a flow of 549 students in 2018, and an increase of 214% between 2008-2017, however in 2019 the flow of Chinese students

dropped to 510 students. Italy was the fifth in international mobility to Finland in 2019, with 537 students. The number of students coming from United Kingdom has decreased between the period by 19% and in the year 2017 there were 180 students studying in Finland. If examining the table 4, between 2010-2019, the student flow of British students, who have been staying over three months, has been ranging around over 200 students per year, but after 2016, the figures have dropped to approximately 100 students per year, this could be a result of the Brexit vote in 2016.

(14)

According to the table 3, with the mobility to Finland less than three-month period in 2019, most students come from Germany, China, Russia, the Netherlands, and the United States.

The United Kingdom is eighth in the ranking with 95 students and compared to the ranking with mobility period over three months in 2019, there is a bigger flow of students from the United Kingdom compared to other countries.

Table 3. Student mobility to Finland, over three-month period (Finnish national agency for education 2018), Top 15 of destination and home countries of mobility periods lasting over 3 months 2019 and less than 3 months (Finnish national agency of education, n.d.-b)

Table 4. The flow of students coming from the United Kingdom between 2010-2019 and staying longer period than three months. (Opetushallitus n.d.)

According to Appendix 1, figure 1, out twenty-three Finnish universities of applied sciences, HAMK was the sixteenth in the total of twenty-three UAS in the amount international students staying more than three-month period, totalling to 127 international students. The number of international students could be higher, as the HAMK ranking is low compared to

(15)

other UAS. Based on Appendix 2, figure 2, the most popular subjects to study in Finnish Universities of Applied Sciences (UAS) in 2019 were business and admin 38%, engineering and technology 21%, health and welfare 15%, arts and culture 9%, services 7%, information and communications technology 6%, agriculture and forestry 2% and natural sciences 1%.

2.3 Profiling a British student

There has been a significant growth in the number of students in the past decades globally and in Britain. In 1963 there was 324 000 students in higher education in Britain, moreover the figure rose to 1,2 million in the early 1990’s and continued growing to 1,8 million in 2004 (Maringe, & Gibbs, 2008, p 31). According to APPENDIX 3, the number of students in 2019- 2020 was just under two million. The British higher education system has turned from elite to mass system, continuously offering more elaborate subjects for the students (Maringe, &

Gibbs, 2008, p 31). British students conduct their first nationwide exams, Standard Attainment Tests or SATS at the age of seven and eleven (Connor, 2003), which has been criticized as putting pressure and causing stress on young children (Waters, Brooks, &

Pimlott-Wilson 2011, p.3). To create a marketing strategy, it is relevant to examine the behaviour, needs and demands of students in internal and external market (Orîndaru, 2015, p. 5). It has become normal for British students to acquire higher education qualifications, and especially the parents put pressure on their children to succeed in education, this is to guarantee the children to have better societal situation. Also, the students have a constant pressure of being employed after university. (Waters, Brooks, & Pimlott-Wilson 2011, p.2).

2.3.1 Socio-economic status

Applications of eighteen-year-olds from generally low participation areas increased in England by 22,6 %, Northern Ireland by 24,5 %, levels remained constant in Wales, and in Scotland declined (however there is no clear information about Scotland due to the application methods) in 2018 (Universities UK 2018, p.9). According to Table 2, one can assume that participation from lower socio-economic status and areas could have potential when considering marketing practises. According to Waters, Brooks, & Pimlott-Wilson (2011, p.10), the British students from the most and least privileged backgrounds leave home from a young age to reach adulthood quicker.

(16)

The main stakeholders for HEI’s are students, however parents can play a big role in the choice of study place due to the expectations of their children’s education leading into a career (Lapina, Roga & Müürsepp 2016, p.2). According to APPENDIX 4, the parental occupation, education, and the previous school of the enrolled students have not changed dramatically between 2018-2020. 50% of the parents have a HE qualification and 43% do not have HE qualification, therefore parents’ education has no relevance in student enrolment.

9% of the students come from privately funded schools, and 91 % from state funded schools.

The 9% most likely represents students from high socio-economic background. The parental occupation can have an impact on enrolment, as 51% parents of enrolled students in 2020 worked in a higher or lower managerial or other professional occupation. 27% of the parents of students worked in intermediate or semi-routine occupations. Intermediate occupation refers to a sales, service, or clerical occupation, without any supervisory role or planning involved and semi-routine means positions with slightly better labour contract (Office for national statistics (n.d.). Based on APPENDIX 4, 21% of students’ parents worked as a small employer, own account worker, routine occupations lower supervisory or technical worker.

One percent of the parents never worked or were in long term unemployment. The figures reveal that half of the students come from better socio-economic backgrounds, the rest from average or lower socio-economic backgrounds.

Table 2. Application rates from the most disadvantaged eighteen-year-olds 2009-2018 (Universities UK 2018, p.10)

(17)

2.3.2 Level of qualification

According to Appendix 5, the graduates by level of qualification in HE institutions have not changed dramatically between 2015 and 2020. Total of postgraduates have risen from 25%

to 29%. Total postgraduate research has remained the same over the period. Total postgraduate taught has risen from 22% in 2015 to 26% in 2020. Total of undergraduates have dropped during the period, from 75% in 2015 to 71% in 2020. The reason for the drop is in other undergraduate degree’s which have gone from 14 % in 2015 to 10% in 2020. Total of first-degree graduates has remained approximately the same, 61% during the period.

2.3.3 Obtained qualifications and subject preferences.

When comparing the years 2007-2008 and 2016-2017 the trends in student preferences in courses have varied and consequently affected to the university selection in degree

programmes. According to Table 3, The biggest increase between 2007 and 2017 had veterinary science with an increase of 47%, biological sciences with an increase of 40% and mathematical sciences with an increase of 29%. Combined subjects, education and

languages had the biggest decrease in interest. Students from outside of the United Kingdom have the biggest influence on business and administrative studies, engineering and

technology and law. (Universities UK 2018, p.16-17)

According to APPENDIX 6, out of total HE qualifications obtained in 2020, 466,635 were female graduates, 332,705 were male graduates and 1000 were others. Total of non-science qualifications female graduates had 293,785, male graduates 177,980 and others 630.

Women represented the clear majority when looking at the popularity of non-science qualifications. Out of the total of science qualifications, female graduates had 172,850, male graduates 154,725 and other 370. Science qualifications were obtained by women more than men; however, the figures are more even. When comparing the most popular subjects between women and men, business and management was the number one choice for both genders. The second-best choice for women was subjects related to allied medicine and for men engineering and technology. The third most popular choice was social sciences for both genders. Fourth most popular choice was education and teaching for women and computing for men. Fifth most popular choice for both genders was creative arts and design.

(18)

Table 3. Trends in degree programmes in Britain (Universities UK 2018, p.16-17)

2.3.4 Other characteristics

There has been major differences of British student gender and age groups in recent years.

For instance, in 2016-2017, out of total of 1 872 900 students, 57,7% were female, 55,2% of first-degree students were female and postgraduate research level 46,9% were female.

Younger age groups from eighteen to twenty-four years olds dominate the student market in both undergraduate and postgraduate levels. (Universities UK 2018, p.16-17)

According to APPENDIX 7, out of the total 344,245 first-degree graduates in 2019-2020, 58%

were female, 41,7% male, and 0,09 % were other. The graduates consist of 2,6% of people 20 years old and under, 78% 21–24-year-olds, 8,6% 25–29-year-olds and 10,7% 30 years old or over. Out of the total graduates, 17,8% have known disability, and moreover 48% are non- religious, 30% are Christian, 8,2% Muslim and 7,7% have not identified any religion. The smaller percentages consist of Jewish, Hindu, Sikh, Buddhist, spiritual or other religion. The ethnic background of the graduates consists of 73,7 % white, 6,8% black, 11,8% Asian, 4,2%

mixed, 1,6% other and 1,9% not known.

(19)

3 Theoretical framework

3.1 SWOT analysis

To market HAMK in Britain, it is important to understand the main elements of the business environment and the strategic potential of HAMK that could influence on strategic growth.

To make marketing decisions in the future, it is vital to investigate the current strengths and weaknesses, potential threats, and how to utilize the opportunities, moreover the method is called SWOT analysis. (Johnson, Scholes, & Whittington, 2008, p. 102). Education is an increasingly demanding market due to competitiveness and complexity, and therefore when investigating SWOT analysis, the three elements can be identified to research and prepare;

how to improve status and market share; how to enhance an entrepreneurial mindset; and how to improve communication and co-operation with different stakeholders. New

technology creates opportunities for the institute (Pucciarelli, & Kaplan, 2016, pp. 311-315)

3.1.1 Strengths

Internationalisation brings HEI’s more resources and opportunities, and moreover, countries which bring in foreign students, international HE is a very profitable business. HEI’s are aiming to become globally known by entering foreign markets through alliances with other universities and organisations. (Pucciarelli, & Kaplan, 2016, p. 314). HAMK has approximately one hundred partner universities in Europe, and around twenty in other continents. There are ten double degree partners in HAMK, and therefore students have the opportunity of completing another degree during the studies in HAMK. The institute also is part of many international research projects along with other universities. HAMK is also part of other international co-operations, such a soleMOVE and RUN network. (HAMK, n.d.-d) HAMK is doing a collaboration with the University of Hull from Britain and offers its students a

University Level Master’s degree, the Hull Executive MBA at Hämeenlinna campus. Students study in Hämeenlinna campus but taught by the Hull university faculty. There could be a great possibility of acquiring British students to Finland via the collaboration. (HAMK n.d.)

Taajamo, (2005, p.39), lists the strengths of Finnish higher education institutions; high quality education and research possibilities, good reputation of the institutes, efficient

(20)

student services, international competence, multiple courses in foreign language, the standard of teaching known internationally, multicultural internal environment, strong international business culture, good opportunities of employment after graduation, success in national, and international appraisals and adequate resources for staffing. HAMK could promote the knowledge of safe environment, high quality of education and overall

knowledge of Finland. International students could be acquired by promoting academic and cultural journey. Word-of-mouth information is an important way to attract international students. HAMK should consider the already graduated British students as potential

marketing capacity, as they have a great power of spreading information and reputation of the institute. (Taajamo, 2005, p.39)

3.1.2 Weaknesses

HEI’s are required to implement more complicated marketing practises due to the

competitive market, having to focus on many targets, such as media and locations. As the marketing implications have become increasingly like the private sector, and the

management will have larger marketing aspects to consider, such as relationship marketing.

HEI’s have been slow to incorporate the more business-oriented processes into their marketing strategy. (Pucciarelli, & Kaplan, 2016, p. 314).

The biggest weaknesses in acquiring foreign students from recruitment point of view are reaching the students with the most potential to success, inadequate financial resources, potential weaknesses in teachers cultural and language abilities, Finland is a relatively unknown study location and there could be more courses available in foreign languages.

(Taajamo, 2005, p.39). As an example, some of the HAMK campuses are in smaller, lesser- known locations internationally, such as Valkeakoski or Forssa. (Hamk, 2020)

According to Finnish National Agency for Education (2018, p. 6.), foreign students have listed the weaknesses of Finnish HEI’s, and many of the listed aspects are linked to financial issues, such as: no opportunities for earning money or finding work alongside studies, cost of living, not being able to set up a bank account, lack of support from the teachers for job search and lack of financial support. Only aspect not related to financial issues was difficulties of making friends with locals.

(21)

HAMK is not only competing against the other international institutions but also against British universities. British HEI’s are heavily marketed, and therefore students are considered as an active consumer. Many British universities have ferocious competition for students and use significant number of resources for promotion and marketing, and therefore positioning in the market in vital element for the institutions. (Nixon, Scullion, & Hearn, 2018, pp.4,7) As an example, University of Central Lancashire spent on marketing between 2017-2018 over three million pounds, The University of West of England’s annual marketing budget was three million and Middlesex used over two million. The marketing funds were used for digital marketing, adverts on buses and billboards. (Hall, Weale, 2019) Some of the most prestigious universities are in Britain, such as Cambridge and Oxford, which attracts students from both internal and external markets (Wakeling & Savage 2015, p. 172).

3.1.3 Opportunities

Technological innovations can be an opportunity to market HEI’s in the future. Digital solutions can be lower cost and more efficient than physical solutions. New digital innovations may be a solution to reach the potential students to market the educational experience. Techonological innovations have opened a solution for HEI’s to collaborate and co-operate with other institutes and organizations and create networks which are not dependant on location. Also, new digital solutions create an opportunity for students to network, interact and research information through different digital channels. Due to increasing amount of international students, there are expectations of diversity in the classroom experience. (Pucciarelli, & Kaplan, 2016, p. 315).

One opportunity for marketing in Britain would be to offer HAMK online courses, however there is not yet fully online study options in HAMK (Interview HAMK, 2020). Some HEI’s have options of completing an exchange studies completely online, meaning that the students do not have to leave their home country to study in exchange programme. There are also some options for a hybrid model: Studying part of the exchange online and part in the destination country. New techonologies and applications could enhance the student experience, and help to create more interactive online lessons. Virtual student mobility has been at a relatively low level in Finland, and is currently concerning only a few hundred international

(22)

students. Many HEI’s in Finland are not planning any virtual mobility courses due to low participation figures, however it can have a lot of potential in the future to aquire students from partner universities, and offer an opportunity for students to reach international competence. (Finnish National Agency for Education, 2020)

British school system and preparing children to succeed in later life can cause immense pressure and therefore some British students feel the need to “escape” and studying abroad can feel like a perfect option. (Waters, Brooks, & Pimlott-Wilson 2011, p.5). Heavy marketing can also cause some problems for the quality of the degree programmes, as the institutions aim to maintain consumer satisfaction. The marketing practises may lead to student

dissatisfaction as the quality standards are lower. (Nixon, Scullion, & Hearn, 2018, p.5). The congested global market causes increasing competition and the need for constant marketing to attract students and make revenue, moreover this has led to the institutions taking a more consumer-friendly approach, which can cause lower academic value. (Pucciarelli, &

Kaplan, 2016, p. 315) If British students feel dissatisfaction with the degree programme, it may be an opportunity for foreign universities, as the students may seek solutions to

discontent via exchange programmes. Brexit creates a different financial market, as Britain is separate from the European union (Belke, Dubova, & Osowski, 2018 p.1.). British students who decide to study abroad could have more work opportunities within the European union, and therefore studying in Europe could become an attractive option in the future.

3.1.4 Threats

According to Pucciarelli, & Kaplan, (2016, p. 315) HEI’s have been suffering from tight public funding in recent years. For example, HAMK is not currently marketing actively in Britain (Interview HAMK, 2020), and this is probably due to the funding and Britain’s position as a target market, as there is bigger influx of students from other countries.

One of the most considerable theats for HAMK aquiring British exchange students is Brexit, as it complicates the moving process, because British students have not got the same rights as students from European Union. British students will no longer have rights for free movement and they will be considered as third country nationals. Since 1.1.2021, United Kingdom nationals are not required to have a visa if their stay witin Europan Union is up to

(23)

ninety days longer than hundred and eighty day period. (Ministry of interior, n.d.) Therefore, British students could study one semester in Finland as an exchange student without a visa, however student visa is required if the students wish to study the whole degree in Finland.

Application for student visa and admission to Finnish HEI’s are often done in the home country before departure to Finland. The visa is considered as temporary permit and therefore it needs to be renewed annually. Students also need to have 6720 euros in their bank account along with private health insurance to prove the student’s capability of living in Finland, without having to depend on any social benefits. (Maury, 2017, p. 224)

Erasmus + scheme has been the most popular student movement program and it is funded by European Union. Students can apply for funding through Eramus programme for their studies abroad. The aim of the scheme is to encourage co-operation and integration in Europe and also to promote European identity. (Ambrosi, 2013, pp. 143-144) Britain has not been part of the Eramus + programme since the end of 2020, as a result of the Brexit

negotiations. Around half of the British university students abroad have studied through Erasmus + programme, as an example, in 2017, 16,561 British students partook in Erasmus +.

There may be a chance that Britain will not be able to create a similar programme, and therefore students from more underprivileged backgrounds or with medical needs or disabilities may be affected. Eramus + scheme runs in seven year cycles, and the next cycle starts in 2021, and furthermore, Britain could have a chance to apply as a “programme member”. This would mean that Britain would have to pay to be a member, but also the European Union will be funding the scheme with 30 billion. Reuben (2020)

Due to Brexit, the British citizens who have not registered for the European Union right to recidence in Finland before 31.12.2020, will have to pay tuition fees. The tuition fees are

€9700 per academic year for bachelor’s degree programmes and €11 700 per academic year for master’s degree programmes. When Britain was part of the European Union, the degree programmes were free, and therefore unfortunately not only HAMK, but also other Finnish higher education institutes have lost one selling point for British students. (HAMK, n.d.-b) British universities tuition fees are somewhat similar; £ 9250 per academic year, however there are some exceptions in Scotland, Wales, and Northern Ireland for the local students.

The tuition fees also have some variation due to the Teaching excellence Framework (TEF).

TEF assesses the level of teaching in colleges and universities, and based on the assessment,

(24)

awards the institute with either gold, silver, or bronze level and therefore institutes can charge tuition fees based on the award. Those without TEF award can only charge up to

£9000. British students generally fund their tuition fees with a student loan. The loan does not need to be paid until after a person graduates and a receives minimum salary. (UCAS, n.d.) According to Maringe, & Gibbs, (2008, p 101), tuition fees can cause students to reconsider study options due to financial reasons and based on studies made in Germany where the tuition fees are low, the students who have been allowed to stay within the country for two years have brought more economy to the country than paying three years’

worth of tuition fees.

Covid-19 has made it very difficult in many ways for international students to study in Finland. The academic year 2020-2021 has been an unusual year, as international students have been able to register as non-attending students if the pandemic has prevented them to enter to the country and due to the continuous uncertainty of the situation. Some of the students have begun their studies in their home country, or have arrived in Finland mid- term, some have not received their residence permit. Bad network connections, time differences, and the lack of social community has influenced on the international student experience and the learning progress. Practical training and contact teaching have been postponed, and data collection for thesis has been difficult. The virus has also had an impact on the student’s financial side as there are fewer work opportunities. (Finnish agency for education, 2020-a)

3.2 Competitors

According to Table 1, The Netherlands is among one of the most popular destinations for British students. Dutch is not widely spoken language in Britain and is not generally taught in schools (Taylor & Marsden,2014 p. 1), however the Dutch are known to speak English well, and it takes pride in being a safe environment for international students (Van Hall Larenstein University of Applied Sciences, n.d.). The Netherlands is also popular destination

internationally, one in ten students are international students and throughout the country there are over two-thousand degree programmes in English. The Netherlands markets its quality of education, relatively low tuition fees and cost of living. International students come from one 160 different countries, and the Netherlands is in a prime spot in central

(25)

Europe, as it is not a long distance from Paris and Berlin. the Netherlands is also marketing its international career opportunities, for instance big companies, such as Shell, Unilever and Heineken are Dutch. (Van Hall Larenstein university of applied sciences, n.d.) Students with residence permit can work sixteen hours per week or full-time during the summer with the work permit provided by the employer (Inspectorate SZW n.d.). According to

StudyinFinland.fi (n.d.-b), it can be difficult to find part-time work in Finland due to linguistic issues and availability of job opportunities for students, however with the residence permit international students can work twenty-five hours per week if the work is related to the studies, moreover the hours are not restricted to the weekly basis. In this aspect, Finland is more lenient with hours worked, but it may be more difficult to find work in Finland than in the Netherlands.

There is a great visibility in one of the main sources for information about British education:

The Universities and Colleges Admissions Service (UCAS) website advertises two universities in Netherlands, Vrije Universiteit Amsterdam, and Maastricht University in the overseas education section (this information was valid in February 2021). Finnish HEI’s is not advertising as actively in UCAS website. (UCAS, n.d.-a) This may attract British students to find more information about studies in the Netherlands. In comparison to the Netherlands, Finland offers 400 study programmes in English, which is considerably less (StudyinFinland.fi, n.d). Finland is marketing its education with similar attributes to the Netherlands, such as quality education and safe environment (StudyinFinland.fi, n.d-a). Due to Brexit, the tuition fees will rise for British students, bachelor’s programmes will cost from € 6,000 to € 15,000 and master’s programmes from € 8,000 to € 20,000 (StudyinHolland, n.d.), and therefore the costs vary a lot compared to the Finnish tuition fees.

3.2.1 HAMK compared to Tampere University of Applied Sciences

HAMK is competing also against local HEI’s, as an example Tampere University of Applied Sciences (TAMK) campus in located in Tampere, which may be more attractive destination, due to its large student community, and there are many options for leisure time activities, nightlife, and general student life (Tampere University of Applied Sciences, n.d). Tampere University of Applied Sciences offers total of twelve study programmes in English TAMK had a record number of applications in 2021 and have had a steady growth in applications since

(26)

2019 (Tampere University of Applied Sciences, 2021). TAMK provides more master’s level programmes in English than HAMK (Tampere University of Applied Sciences, n.d-a). Master’s degree in TAMK costs 10800 euros per study year for citizens of non-European Union

country, and bachelor’s 9800 euros (Tampere University of Applied Sciences, n.d.-b) TAMK could be an attractive option for a master’s degree student, as tuition fees are slightly lower and there are more study options in English.

3.2.2 Finland compared to Britain living costs.

Britain’s internal market competes with HAMK, and it is important to understand the financial matters the students need to consider before making the decision to study abroad or stay in the United Kingdom. The living expenses include rent, which is approximately 300 euros per month in a shared flat and food and beverage costs around 360 euros. Also moving to Finland generates costs, such as residence permit fee, insurance, deposit for a flat, travel costs and household items. International students need to have at least 6720 euros for annual living to apply to the residence permit and altogether monthly essential costs are around 600-700 euros (HAMK, n.d.-a) In Britain, rent is estimated around 754-909 euros, food costs 322-460 euros, study costs 51-115 euros. Estimated essential monthly costs are around 1127 - 1484 euros. (University of Oxford, n.d) The essential living costs in Finland are less than in Britain, however a British student needs to have funds already available before moving to Finland.

3.3 Staying in Finland or going back to the United Kingdom after graduation?

Finnish higher education sector has become increasingly international in recent decades.

Higher education overseas students rose from six thousand to twenty-one thousand between 2000 and 2016. In terms of figures of higher education students from abroad, Finland is on a similar level with Sweden or Germany, however, stays well behind with United Kingdom due to its historical reputation as being a popular destination for international students. (Mathies, & Karhunen, 2019 p. 69) One of the main reasons for migration in Finland is education. Maury, (2017, p. 224)

(27)

Due the increasingly ageing population, skilled international workforce will be in high demand in Finland. Sixty to seventy per cent of the graduates from abroad stay in Finland three years after the graduation, and therefore Finland has managed to rise the influx of higher education students from overseas compared to the students who have decided to stay in Finland. Seven per cent of the graduates from abroad are more likely to stay in

Finland if they have worked part time with a continuous contract during their studies or have a family or social network in the country. (Mathies, & Karhunen, 2019 pp. 69) Therefore, HAMK could consider enhancing further opportunities for the British and international students overall, by collaborating with different companies to open opportunities for part- time work. The collaboration could be advertised as part of a study programmes in HAMK marketing channels. The collaboration could help the employers attitude towards

international work force. Maury, (2017, p. 226) explains, that international graduates may come across unequal treatment in recruitment and everyday life.

Graduates from abroad who have stayed in Finland, compared to Finnish people have not been employed as well and have not been paid a similar salary. One reason for this may be that, as an example in the public sector there are strict requirements for fluent Finnish, however, the employment level of higher education students from abroad is relatively high:

seventy-seven to eighty-one per cent. (Mathies, & Karhunen, 2019 pp. 69, 77). Based on the study of Maury, 2017, p. 226), the main issue in getting employment is not being able to speak national languages Finnish or Swedish, having difficulties in networking with different companies and professionals and lacking relevant the work experience.

To get a permit to look for work in Finland, students from non-European Union countries need to have finished their studies and graduated and need to have possessed a residence permit for studies prior to applying for the permit to look for work. The expected processing time for the permit is two to four months and the paper application fee costs 330 euros. It is only possible to get the residence permit to look for work once and it is only valid for one year. (Finnish Immigration service, n.d.)

(28)

3.3.1 Moving back to the United Kingdom after graduation?

The study period abroad can be a life changing experience, due to new friends, cultural perceptions, and learned academic knowledge. Re-entering back into the United Kingdom, students may come across psychological and social challenges, due to feeling isolation, contradictory emotions, and rekindling relationships with family and friends. Returning to the home country may be more difficult than going abroad. (Brubaker, 2017, p.1) According to Allison, Davis-Berman, & Berman, 2012, p.1), literature about travel and international education indicate that students may feel reverse culture shock when returning to their home country.

Brexit will have no effect on recognition of school periods and school certificates abroad, as there is no EU- co-operation in this subject, however there may be some impacts. The European commission issued a recommendation for “promoting automatic mutual

recognition of higher education and upper secondary education diplomas and the outcomes of learning periods abroad”, meaning that by 2025 member states would have a mutual recognition of higher and upper secondary education qualifications and study periods abroad. The proposal may become relevant element but not a mandatory guideline. If Britain will decide to become a member of EFTA, or EEA, it could implement the proposal into its domestic law. If United Kingdom decides to stay as a third country, it can follow the recommendation voluntarily. (European Parliament, 2018, p.4)

There is not enough of literature to establish what is the common attitude in Britain towards foreign qualifications when applying to a work position within United Kingdom, however British born and foreign minority groups may have more difficulties finding post-graduate jobs in Britain. Employers have not valued the foreign qualification of those who have been born outside of the United Kingdom compared to those who have domestic qualifications.

(Battu & Sloane, 2004, p.2)

3.4 Higher education marketing strategy

The modern HEI’s are going to face some transformations in possibilities and diversity in the future, furthermore, international presence has become an important factor and universities

(29)

aim to have students from many locations. The increasing competition generates more marketing methods and creation of more explicit marketing, and therefore HEI’s have implemented more market orientation approach. (Orîndaru, 2015, pp. 1, 3) Market orientation approach refers to an organization or a business which is entirely focusing on creating constant customer value (Slater, & Narver, 1994, p.1).

As all HEI’s have their unique features, it is essential to implement the marketing strategies accordingly. Traditional university marketing practises may be ineffective, as students may find the information on websites and prospectus unsatisfactory. HEI’s need to consider relevant ways of communication and deliver information which has a problem-solving element. The information needs to determine the HEI’s image and desired positioning. The issue with modern mass marketing of HEI’s is that it lacks individualised interest and consideration of students. The main attribute as a service delivery method is the quality of lectures, furthermore, marketing professionals arrange career fairs and exhibitions to potential students to provide information about the quality lectures and gather information used for various purposes by HEI’s. (Orîndaru, 2015, pp. 3,4,5)

Market segmentation is a vital element when marketing HEI’s, as correct positioning

improves competitive advantage (Maringe, & Gibbs 2008, p.60), furthermore, international market segmentation also furthers development and sales of a product or a service and to target possible customers. The main challenge is to understand the diverse content in consumer needs and wants, and how to target segments of consumers at an international level. The segments create groups pf potential customers who react in a similar way to marketing practises. (Steenkamp, & Hofstede, 2002, p.1)

Some universities hold an advantage, as they are perceived to offer better career prospects and social status by parents, students, and companies, and therefore an organizations reputation plays a big role in the selection of a study place. To find a position in the market, new or more unknown universities need to establish an image and value creation, so customers understand the brand and can separate the organization from its competitors.

The three stages for image and value creation are to create and develop an identity for the organizational brand, such as image, expectations with main service of product of the

(30)

organization, concentrating on specific segments and executing the positioning. (Maringe, &

Gibbs 2008, p.60)

3.4.1 Digital marketing in Britain

Currently, HAMK is marketing in big international portals, such as Keystone portal and Education’s portal, which also reach potential students from Britain. Between 1.1.2020- 8.2.2021 Keystone portal had overall 9898 impressions from Britain, and was placed twenty fifth out of other countries, 352 clicks, in which Britain was ranked twenty- third. There were five leads from Britain, therefore ranked as seventieth. Between 1.1.2020-8.2.2021

Education’s portal had 3876 impressions from Britain, 405 clicks and 81 contact requests.

(HAMK interview)

University branding has become more popular in United Kingdom due to rising tuition fees, and therefore digital marketing plays a vital role in marketing. University websites are a way to showcase their products and services, and students view the platforms to make the decision of the study place and the degree programme. Social media presence is a way to introduce the brand and enhance marketing practises, moreover, it is a useful tool for communication with students. Most universities in Britain have a twitter and Instagram account. (Stuart, Stuart, & Thelwall 2017, pp. 582, 583). Currently, HAMK has Instagram and Twitter accounts, in which it is an active user. Managers and employees responsible of marketing need to understand the impact of social media in communication practises, as an example to have a successful Instagram account, HEI’s need to post regularly orienting or crowdsourcing images, which raise interaction and feedback. (Stuart, Stuart, & Thelwall 2017, pp. 593, 594). HAMK could potentially post more content on Instagram which could collect more communication and feedback.

A company’s emailing list is an important asset for marketing, especially if the emailing list is organically collected and not bought and the names on the list have a connection to the company or organization. The more knowledge there is about the target clientele, the better. For instance, demographics and first contact are vital information, and can be used for targeted and more personalized communication. (Hanna, Smith & Swain 2015, p. 67) By collaborating with a British educational institute, HAMK could potentially obtain a clientele

(31)

for the email communication. College students could be a possible target group, as they are potentially the next generation of university students. As an example, according to the City of Bristol college webpages, City of Bristol college (2021), the college only has local

companies and institutions as partners and no international collaborations, therefore hypothetically, HAMK could get a potential emailing list through collaboration with the college. City of Bristol college also provides higher education qualifications, and

consequently, could be a decent opportunity for cooperation, marketing and to obtain international students.

3.5 British culture and diversity

In order to explain the slightly lower turnover of British students in Finland, it is important to take into consideration British views on immigration. For example, generally the British youth nowadays have been considered quite cosmopolitan, compared to the youth in the past, however there is also a visible trend of right-wing political views and anti-immigration attitude. In the events of Brexit, the attitude has been more visible within the British youth, and moreover immigration has been considered cultural and economic threat. (Keating, &

Janmaat,2020, p. 1213) The political parties in Britain have created a narrative where “white working class” is the biggest loser or a victim of globalisation and particularly, migration, furthermore, especially right-wing press has instrumented this view further. By highlighting the differences between white working class and immigrants, other ethnic groups, such as black Britons have been erased in consideration as part of the same working-class

community. By separating these groups, the Labour and Conservative elite have neutered the possibility of united working-class community. Disintegrating collectivism and

multicultural atmosphere along with anti-racist movements are part of everyday life for people under thirty-five in Britain, however even with the consequences of the anti- immigration movements caused by people who led the country into Brexit, many young people still consider urban Britain as multicultural. (Virdee, & Mcgeever, 2018, pp. 14, 16).

3.5.1 Hofstede’s dimensions and British students

The cultural differences can reveal some insight how British students perceive Finnish educational organizations. Geert Hofstede’s studied cultural differences and investigated

(32)

cultural dimensions, moreover cultural values which impact on the behaviour, for instance preferences and tendencies. Hofstede established originally five cultural dimensions.

(Sulkowski, & Deakin, 2009, p.156). The main elements of British culture contain high individuality and low power distance and uncertainty avoidance. In lower power distance cultures in educational sector students can discuss spontaneously, ask questions, and challenge ideas. (Fell, & Lukianova, 2015, p.4). Western countries tend to share similar egoistic view of achievement and the pursuit of achievement, moreover the aim of studies is to get a decent salary, great job prospects and a degree. (Sulkowski, & Deakin, 2009, p.157).

Fell, & Lukianova, (2015, p.4) identify power distance as distinction between how people in less influential positions accept a person in more powerful position and disparity in

positions. According to Hofstede, & Hofstede, (2005, p. 48), Power distance refers to “the extent to which a society accepts the fact that power in institutions and organizations is distributed unequally. ” Finland and Britain come across very similar when it comes to dealing with inequality in society and pursuing less hierarchy. In both countries power is often decentralized (Hofstede, Hofstede, Minkov, 2010 p.74, 65). Individualism refers to the way a person assimilates into a group (Sulkowski, & Deakin, 2009, p.156). Finland scores 63 per cent from individualism and United Kingdom scores 89 per cent (Hofstede, Hofstede, Minkov, 2010 p.92). Students from individualistic cultures are driven by self-interest, actively take part in the classroom and are more self-contained (Sulkowski, & Deakin, 2009, p.157).

Uncertainty avoidance indicates the way a certain culture feels intimidated in uncertain or unknown situations (Hofstede, Hofstede, 2005, p. 145). Britain’s index score is 35 and

Finland’s 59 and therefore British people tolerate uncertainty better and British students are less anxious. (Hofstede, Hofstede, Minkov, 2010 p.195)

Masculinity-Femininity implies to gender roles in society, for example a society is masculine if the roles are distinctively different. In masculine society men are more assertive and material driven, whereas in feminine society men and women share similar qualities in modesty, and search for quality of life. Finland ranks 68 in femininity and therefore it is one of the most feminine countries in the world. United Kingdom scores 66 and is ranked eleventh to thirteenth out of the countries Hofstede investigated and therefore United Kingdom scores high in masculinity (Hofstede, & Hofstede, 2005, pp. 108, 109). Students who come from masculine and individualistic cultures favour more self-contained learning

(33)

methods, furthermore British students rather work individually than in a group (Sulkowski, &

Deakin, 2009, p.157).

Long term orientation cultures values differ from short term orientation. Short term

orientation cultures follow traditions and fulfil social responsibilities, furthermore reputation plays a big part in the culture’s actions. Finland scores fifty to fifty-four and Britain forty- to forty-one. Finland leans slightly more towards short term orientation and Britain long term orientation. (Hofstede, J. Hofstede, Minkov 2010 p.255-256) According to Sulkowski, &

Deakin, (2009, p.158) Hofstede’s theory of individualistic and short-term oriented culture is contradicted as British students felt their parents directly influenced on their career choices.

4 Qualitative research

4.1 Customer journey

Customer journey mapping is a chain of events in a visual form in which customer communicates with the organization during the life cycle of purchase process. Customer journey map considers all customer touchpoints with organization’s service points.

Management which understands can alter and improve the customer service strategy. The goals are to improve customer service on every touchpoint. (Rosenbaum, Otalora, &

Ramírez, 2017, p. 143) Modern day customer behaviour has become a complex process. It is important to examine customer journey map to establish the suitable marketing practises.

Customer experience includes many dimensions, including customer’s mental, emotional, behavioural, social, and sensorial reactions to an organization’s products and services.

Lemon, & Verhoef, 2016 pp.1,3) The five-stage consumer purchasing process is the most used method to investigate consumer behaviour, the five stages include: recognition, information search, alternative evaluation, purchase, and post-purchase (Wolny &

Charoensuksai, 2014). The researcher interviewed a British student, who studies in HAMK.

Acquiring interview subjects was relatively difficult, as currently not many British students’

study in HAMK and recruiting British students for an interview was lacking success.

Participant A had lived in Finland for some years before starting their studies in HAMK, however the participant had some experience from applying to university in both countries.

The questions for the interview are listed in APPENDIX 8.

(34)

4.1.1 Awareness phase

Initial awareness happens when the customer becomes aware of the company or

organization (Kalbach, 2021, p. 289). Awareness phase along with consideration phase could be also called pre-service phase, as it takes place before the actual service happens, the pre- service experience may happen when a customer sees an advert or receives an email (Rosenbaum, Otalora, & Ramírez, 2017, p. 144). The participant A did not come across with information about studying abroad before moving to Finland, however A did not wish to move abroad before, and therefore did not conduct any research about study options abroad. According to A, the best way to find information in the United Kingdom are online and school career and educational advisors. The participant listed reasons why British students study abroad; experiencing new cultures and environment, seeking a good

qualification, and finding an alternate option as the competition for entering top universities is very tough. Based on the participant A’s description of awareness phase in Britain, Finnish universities and HAMK are quite invisible and therefore students do not consider Finland as a destination to study.

4.1.2 Consideration phase

The customer starts gathering information in consideration phase. Different channels are used to collect relevant information, such as search engines, websites, and comparison sites (Wolny & Charoensuksai, 2014). The participant A considers British students who go abroad as adventure seeking. A believes Finnish qualifications as respected throughout the world, however some companies may reject foreign qualifications. Brexit may cause some issues for the students coming over to Finland, as there are more aspects to consider, such as getting a visa. The participant researched HAMK and a university of applied sciences in Helsinki before applying to HAMK. HAMK website was a good source of information.

4.1.3 Decision phase

The decision phase often takes place right before the delivery phase, if compared to retail world, the decision phase is comparative to pressing “buy” or “select” button in e-commerce Kalbach, 2021, p. 292). The decision phase is part of service period, in which the customer

Analysis of Marketing in Britain for Finnish Higher Educational Sector