Esta Postgraduate diploma en Planning and Financial Management of Projects generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

La planificación y control son conceptos interdependientes, carentes de sentido el uno sin el otro. En una organización debe desarrollarse un sistema de información que vaya de lo previsto mediante la planificación a la realidad, y de ésta, en base a las desviaciones, de nuevo a la planificación para su revisión en un proceso de aprendizaje y mejora continua, cerrándose así el ciclo empresarial. La planificación y el control de gestión son conceptos mutuamente imbricados: Es difícil alcanzar unos objetivos si no se planifica previamente su gestión, es difícil alcanzar los objetivos planificados si no se controla su realización.

En el proceso de planificación se plantean los objetivos, finalidades y metas a alcanzarse tanto a corto como a largo plazo. En la mayoría de los casos, estas expectativas estarán respaldadas por estrategias, planes de acción y asignación de recursos. Sin embargo, se requiere precisar, en números, el avance y la consecución de esos objetivos. El presupuesto nos permite, a través de cifras, dar a conocer en un lenguaje seguro qué resultados vamos realmente a obtener si cumplimos con lo planificado. En otras palabras, ciertos aspectos cualitativos o subjetivos de los logros a alcanzarse se transforman en aspectos totalmente medibles y claros, de tal manera que primero se obtenga una visión económica numérica de ellos y luego se determine la contribución requerida de cada uno de los miembros de la organización.

Esta Postgraduate diploma en Planning and Financial Management of Projects, introduce al alumno en los diferentes proyectos tecnológicos que podemos afrontar en el ámbito de la realidad virtual, la realidad aumentada, mixta, la inteligencia artificial, la robótica. Proyectos metodológicos como la gamificación, flipped classroom, design thinking, el aprendizaje basado en proyectos, coaching educativo. Proyectos de valores como la educación emocional, el acoso escolar, contra la violencia de género, pero también proyectos basados en la evidencia y sus fases, proyectos artísticos, sanitarios, deportivos, de idiomas, de excelencia y otros. 

Este programa capacita al alumno en el análisis situacional y la problemática educativa, la exploración diagnóstica, los indicadores educativos, los diferentes problemas a nivel educativo, de infraestructura, socioeconómicos, administrativos e institucionales.

Actualiza tus conocimientos a través del programa de Postgraduate diploma en Planning and Financial Management of Projects”

Esta Postgraduate diploma en Planning and Financial Management of Projects contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos. en Planificación y Gestión Económica-Financiera de Proyectos educativos
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Las novedades sobre lanificación y gestión económica-financiera de proyectos educativos
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras en Planificación y Gestión Económica-Financiera de Proyectos educativos
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Esta Postgraduate diploma puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Planning and Financial Management of Projects, obtendrás un título de Postgraduate diploma por TECH Global University”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la Planning and Financial Management of Projects educativos que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un estudio inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el educador deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo de la capacitación. Para ello, el docente contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Planning and Financial Management of Projects educativos y con gran experiencia.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de esta Postgraduate diploma”

Aprovecha la oportunidad para conocer los últimos avances en Planning and Financial Management of Projects y mejorar la capacitación de tus alumnos”

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative training and are committed to quality teaching using new educational technologies.

This Postgraduate diploma in Planning and Financial Management of Projects, contains the most complete and up-to-date scientific program on the market

Module 1. Types of Educational Projects

1.1. Technological Projects

1.1.1. Virtual Reality
1.1.2. Augmented Reality
1.1.3. Mixed Reality
1.1.4. Digital Whiteboards
1.1.5. iPad or Tablet Project
1.1.6. Cell Phones in the Classroom
1.1.7. Educational Robotics
1.1.8. Artificial Intelligence
1.1.9. E-learning and Online Education
1.1.10. 3D Printing

1.2. Methodological Projects

1.2.1. Gamification
1.2.2. Game-Based Education
1.2.3. Flipped Classroom
1.2.4. Project-Based Learning
1.2.5. Problem-Based Learning
1.2.6. Thought-Based Learning
1.2.7. Skill-Based Learning
1.2.8. Cooperative Learning
1.2.9. Design Thinking
1.2.10. Montessori Methodology
1.2.11. Musical Pedagogy
1.2.12. Educational Coaching

1.3. Value Projects

1.3.1. Emotional Education
1.3.2. Anti-Bullying Projects
1.3.3. Projects to Support Associations
1.3.4. Projects in Favor of Peace
1.3.5. Projects in Favor of Stopping Discrimination
1.3.6. Solidarity Projects
1.3.7. Projects Against Gender Violence
1.3.8. Inclusion Projects
1.3.9. Intercultural Projects
1.3.10. Coexistence Projects

1.4. Evidence-Based Projects

1.4.1. Introduction to Evidence Based Projects
1.4.2. Previous Analysis
1.4.3. Determining the Objective
1.4.4. Scientific Research
1.4.5. Choosing a Project
1.4.6. Local or National Contextualization
1.4.7. Viability Study
1.4.8. Implementation of Evidence-Based Projects
1.4.9. Monitoring of Evidence-Based Projects
1.4.10. Evaluation of Evidence-Based Projects
1.4.11. Publication of Results

1.5. Artistic Projects

1.5.1. The Opera as a Learning Vehicle
1.5.2. Theater
1.5.3. Musical Projects
1.5.4. Choirs and Orchestras
1.5.5. Projects on the Infrastructure of the Center
1.5.6. Visual Art Projects
1.5.7. Design Technology Art Projects
1.5.8. Decorative Art Projects
1.5.9. Street Projects
1.5.10. Projects Centered on Creativity

1.6. Sanitary Projects

1.6.1. Nursing Services
1.6.2. Healthy Eating Projects
1.6.3. Dental Projects
1.6.4. Ophthalmic Projects
1.6.5. First Aid Plan
1.6.6. Emergency Plan
1.6.7. Projects with External Health Framework Entities
1.6.8. Personal Grooming Projects

1.7. Sports Projects

1.7.1. Construction or Remodeling of Playgrounds
1.7.2. Construction or Remodeling of Sports Facilities
1.7.3. Creation of Sports Clubs
1.7.4. Extracurricular Classes
1.7.5. Individual Sports Projects
1.7.6. Collective Sports Projects
1.7.7. Sports Competitions
1.7.8. Projects with External Sports Entities
1.7.9. Projects for the Generation of Healthy Habits

1.8. Language Projects

1.8.1. On-site Language Immersion Projects
1.8.2. Local Language Immersion Projects
1.8.3. International Language Immersion Projects
1.8.4. Phonetic Projects
1.8.5. Conversation Assistants
1.8.6. Native Teachers
1.8.7. Preparation for Official Language Exams
1.8.8. Projects to Encourage Language Learning
1.8.9. Exchange Projects

1.9. Excellence Projects

1.9.1. Reading Improvement Projects
1.9.2. Calculation Improvement Projects
1.9.3. Foreign Language Improvement Projects
1.9.4. Collaboration with Prestigious Entities
1.9.5. Competitions and Prizes
1.9.6. Projects for External Evaluation
1.9.7. Connection with Businesses
1.9.8. Preparation for Standardized Tests of Recognition and Prestige
1.9.9. Excellence Projects in Culture and Sport
1.9.10. Advertising

1.10. Other Innovation Projects

1.10.1. Outdoor Education
1.10.2. Youtubers and Influencers
1.10.3. Mindfulness
1.10.4. Peer Tutoring
1.10.5. RULER Method
1.10.6. School Gardens
1.10.7. Learning Community
1.10.8. Democratic School
1.10.9. Early Stimulation
1.10.10. Learning Corners

Module 2. Benefits of Implementing an Educational Project

2.1. For the Center as an Institution: Identity, Style and Presence

2.1.1. Groups that Make Up a School: The Institution, Students and their Families, Educators
2.1.2. The Educational Project Is a Living Reality
2.1.3. Defining Dimensions of the Educational Project

2.1.3.1. Towards Tradition. Self-Identity/Character, Mission
2.1.3.2. Towards the Future. The Style, The Vision
2.1.3.3. The Tradition-Future Bond: Presence, Values

2.1.4. Honesty and Consistency
2.1.5. Identity. The Up-to-Date Development of Its Mission (own character)
2.1.6. Style. From the Image of What You Want to Do (Vision) To the Way You Want to Do It
2.1.7. Presence. The Practical Realization of Values
2.1.8. The Three Dimensions of the Educational Project as Strategic Referents

2.2. For Students and Their Families.

2.2.1. The Image of the Center Says a Lot About Its Educational Project
2.2.2. Relational Dimensions of the Educational Project

2.2.2.1. Towards the Internal Addressees of the Educational Action: The Students
2.2.2.2. Towards the External Partners of the Educational Action: The Families

2.2.3. Communication and Consistency
2.2.4. Essential Communicative Dimensions of an Educational Project
2.2.5. Identity. A Well-Founded, Comprehensive Education, Rooted in Tradition
2.2.6. Style. The Learning of Knowledge and Skills in the Field of Character Development.
2.2.7. Presence. The Education of Today’s Citizens with an Imprint
2.2.8. The Three Dimensions of the Educational Project as the Basis of School Marketing
2.2.9. Client Relationships and Membership

2.3. For Educators: Teachers and Other Personnel

2.3.1. Educators as Stakeholders
2.3.2. Educators, the Cornerstone of an Educational Project
2.3.3. Human Capital, Social Capital and Decision-Making Capital
2.3.4. The Indispensable Participation of Educators in Shaping the Educational Project
2.3.5. Climate and Consistency
2.3.6. Project, Change and People: It Is Not Possible to Regulate All Three
2.3.7. Identity. Clarity of Educational Intentions and Educator Identity
2.3.8. Style. Formation of a Form of Presence, Methodological Principles and Common Didactic Practices
2.3.9. Presence. Establishment of educational priorities, organizational structures, training needs, etc.
2.3.10. The Three Dimensions of the Educational Project as the Core of Human Resources Management

2.4. For the Motor impulse of the Center. 1: Improved Management Style

2.4.1. Main Drivers of a School: Management Style, Leaders and Collective Alignment
2.4.2. Educational Project and Management of the Center
2.4.3. The Leading Manager as a Moral Reference
2.4.4. The Managerial Style as a Pedagogical Reference
2.4.5.  Is It Possible to Speak of a Management Project?
2.4.6. Elements of Management Style Dependent on the Educational Project

2.4.6.1. Organizational Structures
2.4.6.2. Management Style
2.4.6.3. The Possibility of Other Leaderships
2.4.6.4. Forms of Participation and Delegation

2.4.7. Adaptation of Organizational Structures to the Identity, Style and Presence of the Center.
2.4.8. The Gradual Development of a Local Management Culture

2.5. For the Motor Impulse of the Center: 2. Generation of Leaders

2.5.1. Managers as Leaders
2.5.2. The Three Capitals of the Leader -Human, Social and Decisional- And the Educational Project
2.5.3. Bringing Talent to the Surface
2.5.4. Capability, Commitment and Service
2.5.5. Educational Project, Organizational Flexibility and Leadership
2.5.6. Educational Project, Innovation Processes and Leadership
2.5.7. Educational Project, Creativity and Leadership
2.5.8. Towards a Teaching Function in the Key of Leadership
2.5.9. Educating Leaders

2.6. For the Impulse of the Center: 3. Alignment with the Mission-Vision-Values

2.6.1. The Need for Alignment
2.6.2. Main Obstacles for Alignment
2.6.3. The Leader as an Aligner
2.6.4. Lifelong Learning as an Educator: The Development of Own Lines of Competences
2.6.5. From the Teaching Backpack to Shared Teaching Habits
2.6.6. Educational Project and Development of a Professional Teaching Culture
2.6.7. Having Resources for Authentic Assessment
2.6.8. Assessment of the Quality of the Educational Service

2.6.8.1. Local Reality
2.6.8.2. Systemic Nature
2.6.8.3. Absolute Priority of Teaching-Learning Activities

2.7. For Educational Advancement: 1. Adaptation to the Students, to Active Methodologies and to the Demands of the Environment

2.7.1. The Importance of Educational Goals
2.7.2. The Importance of Scientific Knowledge on How We Learn
2.7.3. How Does the Evolution of a Center Manifest Itself?
2.7.4. Concentration on Growth Processes
2.7.5. Focus on Systematic Learning Processes
2.7.6. Prioritization of Active Methodologies: What Matters Is Learning
2.7.7. Prioritization of Situated Learning
2.7.8. Adequacy to the Demand of the Environment
2.7.9. Beyond Current Needs: An Educational Project With a “Vision for the Future”
2.7.10. Educational Project and Operational Research

2.8. For Educational Advancement. 2. Improvement of the Living, Learning and Working Environment. Sustainability

2.8.1. The Educational Project as the Basis for an Adequate School Climate
2.8.2. Educational Project and Coexistence
2.8.3. Educational Project and Learning Style
2.8.4. Educational Project and Work Organization
2.8.5. Management Support
2.8.6. The Sustainability of Work in an Educational Center
2.8.7. Elements of Sustainability

2.8.7.1. The Center’s Strategic Plan
2.8.7.2. Practical Quality Indicators
2.8.7.3. The Global Assessment System
2.8.7.4. The Educational Tradition of the Company

2.9. For Educational Advancement. 3. Relationship with the Environment, Other Centers in the Area or in the Same Network.

2.9.1. Have your Own Profile and a Recognizable Voice in the Environment.
2.9.2. Opening up to the Surrounding Reality

2.9.2.1. Knowing the Environment
2.9.2.2. Interacting with It

2.9.3. Identification With Other Centers in the Same Institution or Area.
2.9.4. From Peer-To-Peer Classroom Learning to Center-To-Center Learning
2.9.5. Shared Experiences
2.9.6. Institutional Framework Project and Own Educational Project

2.9.6.1. The Common Framework
2.9.6.2. Different Needs and Sensitivities
2.9.6.3. What Does the Global-Local Dialectic Bring to Our Own Educational Project

2.9.7. Own Educational Project and Legal Framework

2.10. For Educational Advancement. 4. Deepening of the Ideology and Style

2.10.1. Ideology, Mission, Character. Three Complementary Terms
2.10.2. The Mission Statement Underlies the Basic Lines of the Educational Project.
2.10.3. The Educational Project Develops the Specific Character
2.10.4. Alignment Between the Educational Project and the Ideology
2.10.5. Shaping a Style of Doing and Reflecting in Education
2.10.6. Updates to the Educational Project Update the Perspective From Which New Realities Are Addressed
2.10.7. It Is Necessary to Return Periodically to Reflect on the Fundamentals
2.10.8. Ideology, Educational Project and Transmission of an Educational Tradition

Module 3. Planning and Financial Management of Educational Projects

3.1. Situation Analysis and Educational Problems

3.1.1. Diagnostic Examination
3.1.2. Educational Indicators
3.1.3. The Educational Problem
3.1.4. Infrastructure Problems
3.1.5. Socio-Economic Problems
3.1.6. Administrative and Institutional Problems
3.1.7. Environmental Problems
3.1.8. Historical-Cultural Problems
3.1.9. Cause-Effect Analysis
3.1.10. D.A.F.O. Analysis

3.2. Introduction to the Planning and Economic-Financial Management of Educational Projects.

3.2.1. Project Preparation and Assessment
3.2.2. Decision-Making Associated with a Project
3.2.3. Typology of Projects
3.2.4. Project Assessment
3.2.5. Social Assessment of Projects
3.2.6. Projects in Development Planning
3.2.7. Scope of the Project Study
3.2.8. The Technical Study of the Project
3.2.9. Market Research
3.2.10. Organizational and Financial Study

3.3. Economic Structure and Market Research Educational

3.3.1. Market Structure
3.3.2. Demand for Educational Product
3.3.3. Pricing
3.3.4. The Offer
3.3.5. The Project Market
3.3.6. Objective and Stages of the Market Study
3.3.7. The Consumer
3.3.8. Commercial Strategy
3.3.9. Analysis of the Medium
3.3.10. The Demand

3.4. Projection and Cost Estimation Techniques

3.4.1. The Projection
3.4.2. Projection Methods
3.4.3. Qualitative and Causal Methods
3.4.4. Time Series Model
3.4.5. Cost Information
3.4.6. Differential and Future Costs
3.4.7. Relevant Cost Elements
3.4.8. Short-Term Cost Functions
3.4.9. Cost-Volume-Utility Analysis
3.4.10. Accounting costs and V.A.T. (Value Added Tax) cost. (Value Added Tax)

3.5. Economic Background for Technical Study and Sizing

3.5.1. Scope of the Study and Production Process
3.5.2. Economies of Scale
3.5.3. Lange Model
3.5.4. Investments in Equipment
3.5.5. Personal Balance and Choice of Technological Alternatives
3.5.6. Factors Influencing Project Size
3.5.7. Size Economy
3.5.8. Size Optimization
3.5.9. Size of a Project With a Growing Market
3.5.10. Size of a Project With Constant Demand

3.6. Location Decisions and Organizational Economic Effects

3.6.1. Study and Location Factors
3.6.2. Non-Quantifiable Factor Evaluation Methods
3.6.3. Qualitative Point Method
3.6.4. Brown and Gibson’s Method
3.6.5. Net Present Value Maximization
3.6.6. The Study of the Project Organization
3.6.7. The Economic Effects of Organizational Variables
3.6.8. Investment in Organization
3.6.9. Administrative Operation Costs
3.6.10. Relevance of Administrative Systems in Project Preparation and Appraisal

3.7. Project Benefits and Construction of Cash Flows

3.7.1. Types of Benefits
3.7.2. Scrap Values
3.7.3. Pricing Policies
3.7.4. Profitability Analysis for Pricing
3.7.5. Elements of Cash Flow
3.7.6. Structure of a Cash Flow
3.7.7. Investor Cash Flow
3.7.8. Cash Flows from Projects in Operating Companies
3.7.9. EBITDA
3.7.10. Other Considerations

3.8. Project Assessment Criteria and Discount Rate

3.8.1. Net Present Value (NPV) Approach
3.8.2. The Internal Rate of Return Criterion (IRR)
3.8.3. Other Decision Criteria
3.8.4. Effects of Inflation on Project Appraisal
3.8.5. The Cost of Capital
3.8.6. The Cost of Debt
3.8.7. The Cost of Equity
3.8.8. Capital Asset Pricing Model for Determining the Cost of Equity
3.8.9. Average Company Rate Versus CAPM
3.8.10. The Agency Problem

3.9. Risk and Sensitivity Analysis

3.9.1. Preliminary Considerations
3.9.2. One-Dimensional Model of NPV Sensitization
3.9.3. Multidimensional NPV Sensitization Model, Monte Carlo Simulation
3.9.4. Uses and Abuses of Sensitivity
3.9.5. Project Preparation and Social Assessment
3.9.6. Social Costs and Benefits
3.9.7. Incidence of Indirect Effects or Externalities
3.9.8. Incidence of Intangible Effects
3.9.9. Incidence of the Social Discount Rate
3.9.10. Private and Social Assessment

Module 4. Marketing and Advertising of an Educational Project

4.1. Introduction to Marketing

4.1.1. Introduction to Marketing
4.1.2. Marketing Needs
4.1.3. The Evolution of the Concept of Marketing
4.1.4. New Trends in Marketing
4.1.5. From Transactional Marketing to Relationship Marketing
4.1.6. Corporate Social Responsibility
4.1.7. Marketing

4.1.7.1. Marketing 1.0
4.1.7.2. Marketing 2.0
4.1.7.3. Marketing 3.0
4.1.7.4. Marketing 4.0

4.1.8. Holistic Marketing

4.2. Commercial Planning

4.2.1. Corporate Strategic Planning and Marketing Planning
4.2.2. Marketing Plan in the Company
4.2.3. Phase 1: Analysis of the Situation

4.2.3.1. Market Analysis
4.2.3.2. Microenvironment
4.2.3.3. Macroenvironment
4.2.3.4. Internal Analysis

4.2.4. Phase 2: Establishment of Objectives
4.2.5. Phase 3: Designing Strategies

4.2.5.1. The Product
4.2.5.2. The Price
4.2.5.3. Distribution
4.2.5.4. Communication.

4.2.6. Phase 4: Assessment, Organization, Implementation and Strategy Control 

4.2.6.1. Assessment of the Commercial Strategy
4.2.6.2. Organization of the Marketing Department and Implementation of the Commercial Strategy
4.2.6.3. Commercial Strategy Control (Feedback)

4.3. Market and Customer Segmentation

4.3.1. Improve the Effectiveness of Marketing Actions by Means of Correct Customer Segmentation
4.3.2. Differentiate Campaign Leads to Target Efforts to Those Who Will Buy the Products.
4.3.3. Select the Markets and Audiences That Best Fit Your Company’s Products/Services and Characteristics
4.3.4. Identify Your Customers’ Needs and Design an Effective Marketing Mix to Meet Those Needs
4.3.5. Obtain a Highly Competitive Advantage and Generate Growth Opportunities for Your Company.
4.3.6. Know Which Variables Should Be Part of My Segmentation Program.
4.3.7. What Are the Benefits of Implementing a Segmentation Program?
4.3.8. Incorporate Segmentation Into the Company’s Sales and Marketing Process.

4.4. Positioning and Personal Brand Building

4.4.1. How Is the So-Called Brand Value Generated
4.4.2. Keys to Proper Online and Offline Brand Management
4.4.3. Elements That Make up the Trademark and What Characteristics They Must Meet
4.4.4. Characteristics, Advantages and Disadvantages of the Different Existing Strategies for Brand Management
4.4.5. Appropriate Strategies to Improve the Positioning of the Product or Service Through the Brand and Its Communication.

4.5. Advertising Creativity and a New Form of Communication in the Company

4.5.1. What Is Creativity and What Are the Best Conditions to Create
4.5.2. What Does It Take to Get to the Idea
4.5.3. How Does the Advertising Creative’s Thinking Work
4.5.4. How Is an Advertising Message Structured
4.5.5. How to Generate Publicity
4.5.6. How to Create Ads in the Digital Sphere
4.5.7. What Are the Main Reasons Why It Is Necessary to Have a Brand
4.5.8. What Are the Differences Between the Logo and the Brand

4.6. Educational Offer

4.6.1. The Educational Project
4.6.2. Ideology
4.6.3. Extra Services
4.6.4. Use of Different Materials
4.6.5. Certifications
4.6.6. Differences in Your Educational Offer
4.6.7. Methodology
4.6.8. Teaching Staff
4.6.9. Installations
4.6.10. Ancillary Services. (Location and access roads)

4.7. Social Networks

4.7.1. Facebook ADS Campaign

4.7.1.1. Create Persuasive, High-Impact Campaigns, Driving the Customer Through the Entire Buying Journey and Using the Right Campaign Objectives.
4.7.1.2. Take 100% Advantage of the Facebook Platform, Knowing Its Structure and Operation
4.7.1.3. Create Ads in Different Facebook Formats, Knowing Their Structure and Operation.
4.7.1.4. Prepare a Presentation Covering All the Sales Processes.
4.7.1.5. Create and optimize your Facebook page for the best results
4.7.1.6. “Spy” on Competitors and Use Them as a Reference to Improve Your Products and Services
4.7.1.7. Control the ROI of Your Campaign and Thus Increase Your Results.

4.7.2. Twitter ADS Campaign

4.7.2.1. Objective
4.7.2.2. Audience
4.7.2.3. Bids
4.7.2.4. Budget
4.7.2.5. Creativity
4.7.2.6. Analysis of Your Campaign

4.7.3. Instagram Campaign

4.7.3.1. Contents
4.7.3.2. Optimize Your Profile
4.7.3.3. Use of Hashtags
4.7.3.4. Encourage Participation
4.7.3.5. Show Customer Experiences
4.7.3.6. Instagram for Events

4.7.4. E-mail Marketing Campaigns
4.7.5. WhatsApp Campaigns
4.7.6. The Apps
4.7.7. Blog

4.8. Creation and Management of the Marketing Strategy for Service Companies

4.8.1. What Is Service Marketing and the Strategies, Methodologies and Tools 
4.8.2. Distinctive Aspects of Service Marketing
4.8.3. Service Marketing Plan
4.8.4. Successful Positioning in Service Markup
4.8.5. Analyze Customer Behavior in Service Companies

4.9. Marketing Strategies

4.9.1. Introduction
4.9.2. Product Decisions

4.9.2.1. Product Dimensions
4.9.2.2. Product Portfolio Decisions
4.9.2.3. Creation of New Products
4.9.2.4. Product Life Cycle

4.9.3. Pricing Decisions

4.9.3.1. Pricing Policies and Strategies
4.9.3.2. Pricing Policy Determinants
4.9.3.3. Pricing Strategies

4.9.4. Distribution Decisions

4.9.4.1. Decisions Related to Distribution Management

4.9.5. Communication Decisions

4.9.5.1. Personal Selling
4.9.5.2. Sales Promotion
4.9.5.3. Public Relations
4.9.5.4. Advertising
4.9.5.5. Other Communication Tools

4.10. Marketing Metrics: Campaign Profitability Analysis

4.10.1. Usefulness of the Different Metrics According to the Type of Company, Its Strategy and Objectives
4.10.2. Main Indicators Used to Measure the Performance of Companies’ Commercial and Marketing Activities
4.10.3. The Importance of Assessing the Marketing Actions Developed in the Company for Management and Improvement Purposes
4.10.4. Avoiding Inappropriate Use of Metrics
4.10.5. Use Marketing Metrics to Assess the Profitability, Efficiency and Effectiveness of Programss

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