Business Marketing Education Marketing Plan

Howland High School Business & Marketing Education Marketing Plan January 2005 1.0 2.0 Executive Summary Situation Analysis 2.1 Market Summary 2.1.1 2.1.2 2.1.3 2.1.4 2.2 Market Demographics Market Needs Market Trends Market Growth SWOT Analysis 2.2.1 Strengths 2.2.2 Weaknesses 2.2.3 Opportunities 2.2.4 Threats Competition Keys To Success Critical Issues 2.3 2.4 2.5 3.0 Marketing Strategy 3.1 3.2 Marketing Objectives Strategy 4.0 Controls 4.1 Implementation 1.0 Executive Summary The Business and Marketing Education Department (BMED) at Howland High School provides students in grades 9-12 with a comprehensive business education program. The BMED offers students the opportunity to study in three major clusters of business education i.e. finance, computer systems, and marketing. Strengthening our work experience program and articulation agreements with local two-year community colleges will strengthen our program in the next few years. 2.0 Situation Analysis The need for business and marketing education is validated by the increasing need in the workforce for managers, accountants, marketing personnel, and other "office" occupations. Business continues to be the number one major in colleges and universities across the country. The department is highly dependent on guidance department referrals which represents a threat to continued growth in enrollment. 2.1 Market Summary Students in grade nine are introduced to business and marketing education with a foundation course which focuses on career planning. Students in grades ten through twelve are encouraged to enroll in one of the three clusters that the BMED has created. Students who choose one of the three clusters take a sequence of courses within the cluster that prepares them for a senior internship and college work within a business program. 2.1.1 Market Demographics The student body in grades nine through twelve consists of 720 students. The BMED serves students in grades nine through twelve with the following breakdown by grade: Grade 9 10 11 12 Students 109 96 126 86 The total number of students in the program is 417 which represents 58% of the student body. 58% of the students that participate in the business program are female and 42% are male. Of the 212 juniors and seniors who are in the program, 70% have taken more than two business courses and 50% of the participating seniors have taken three or more courses. Of the students that choose to study within a cluster, 38% choose the finance cluster, 42% choose the computer cluster and 28% choose the marketing cluster. In a recent survey, 80% of students report being familiar with the business department and were able to identify two courses taught in business education. 2.1.2 Market Needs Students at Howland Central are required to possess 22 units of credit to meet graduation requirements. 18.5 of those credits are mandated with 3.5 credits available for electives. The business department meets the needs of students both as an elective area and as a strategy to obtain their third unit of mathematics and fourth unit of English language arts. 2.1.3 Market Trends The significant trends are as follows:      Many students who would otherwise partake in business courses spend time in remedial math instruction The number of students in grades 9-12 is decreasing slightly The local community college is more interested in forming a 2+2 partnership Students who take one business education course frequently enroll for at least one other course The computer cluster continues to gain in enrollment while the marketing cluster continues to decrease Market Growth 2.1.4 The BMED has increased enrollment by 12% since the 01-02 school year. Enrollment figures are below: Year 0102 0203 0304 No. of Percent Students Gain/Loss 372 ----400 417 4.8% Gain 4.2% Gain 2.2 2.2.1   SWOT Analysis Strengths An experienced staff of three full time business teachers A solid reputation in the business community and with parents that has been built on open houses, work experience programs, and guest speakers   Our administration's support for our purchase of computer software and hardware to keep our department current Our ability to collaborate with the Math and English language arts department on specialized courses Weaknesses Our inability to gain student interest in starting a student leadership organization Finding the time for professional development Lacking a department chairperson's position to manage budgets, ordering, etc… The lack of support in obtaining social studies credit for Business Economics Opportunities Middle School: Beginning this year, our BMED will be speaking with students in the middle school about the courses that we offer. This should help students learn about our department prior to meeting with counselors. Community College: Our local community college has started to reach out to our BMED to create an articulation agreement for three of our courses. New Course(s) Addition: The opportunity to add a course or two within our three clusters requires discussion and evaluation. Community Education: In February, 2005, we are planning a BME open house for local employers and the parents of our students Threats Increased remediation by students at Howland in their academic subjects could have a negative impact on enrollment. A change to an administrator less supportive of business education could have an impact on our future purchase of new technology. Competition 2.2.2     2.2.3     2.2.4   2.3  Students attending BOCES and students within our building who choose other elective areas Keys to Success 2.4   Continue to make students aware of the courses and programs offered by the BMED Expand our course offerings to introduce new and innovative ideas    2.5    Expand our knowledge and skills with computer technology to include all teachers in the department Develop a strong articulation agreement with our local community college Have one instructor become CEIP certified Critical Issues Maintain a positive relationship with the administration to continue our purchase of computer hardware and software Continue the pursuit of Business Economics for social studies credit Continue to develop articulation agreements with neighboring community colleges or the nearby four year college Marketing Strategy 3.0 The marketing strategy attempts to successfully communicate the "value" of business and marketing education to students at Howland. 3.1 Marketing Objectives Our marketing objectives are: 1. 2. 3. 4. To increase student enrollment by 10% To develop a BME website and promote the website to community members, parents and students To evaluate the effectiveness of our three clusters and make adjustments in courses within each cluster if necessary To successfully pursue a specialized course in social studies 3.2 Strategy Strategy #1: Increase Enrollment     Promote our department to eight grade students in February when we speak to each student Work with each student in a business education course to develop a schedule of courses for the following year Conduct a community and parent open house Create a business education brochure to be given to each student in grades 8-11 Strategy #2: Development of Website   Meet with district website manager on development of BME website Work with Web Design students on maintenance of website Strategy #3: Course Evaluation     Conduct multi-year study of course enrollments in each course taught in BMED. Conduct student survey on courses they would like to see offered at Howland Research other districts and SED for successful models Introduce one new course for the next five years Strategy #4: Social Studies     Crosswalk Business Economics to the Economics standards Meet with social studies department to discuss the advantages of Business Economics Survey student body for their interest in Business Economics Create a BOE presentation Controls The purpose of the BMED marketing plan is to serve as a guide to the staff to continue to improve our department and the education of our students. We must take action now to sustain the growth that we all want for our department. Failure to implement could lead to decreased enrollment and loss of positions within our department. Implementation The following chart depicts the key marketing programs, identifying the activity and the person(s) responsible for the action. We will track our progress and re-visit them at each department meeting during the year. Activity 8th Grade Promotion Student Scheduling Open House Brochure Website Course Evaluation Student Survey Social Studies Start Date 12/04 2/05 10/04 9/04 9/04 10/04 10/04 11/04 End Date 2/05 4/05 3/05 1/05 1/05 2/05 2/05 3/05 Person Paul All Jim Nancy Paul All Nancy Jim