Esta Postgraduate diploma en Marketing and Advertising of an Educational Project generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

El Marketing y la publicidad son importantes para la promoción y distribución de los proyectos que se generan, puesto que de una u otra forma hacen de canal para transmitir el objetivo y función del proyecto educativo a desarrollar. De esta forma este programa servirá al educador para mostrarle los caminos y formas más viables para divulgación del mismo.

El fin de comercializar un producto educativo consiste en hacer que llegue a más lugares, de esta misma forma los estudiantes o las personas que pertenezcan al mismo podrán enriquecer sus conocimientos. Es importante el proceso de Marketing para pautar y llegar a regiones, a instituciones y más educadores.

Se trata entonces de un programa diseñado para los educadores, esto con el fin de qué identifiquen a sus estudiantes y les ofrezcan los mejores proyectos educativos, pero para que puedan llegar a más estudiantes deben de conocer y profundizar en el Marketing para hacer visible el proyecto y que con su divulgación más personas se enteren del mismo.

Esta Postgraduate diploma en Marketing and Advertising of an Educational Project es una apuesta de TECH para el profesional de la educación. Con su modalidad 100% online, este programa busca brindar herramientas para una divulgación total del proyecto. Una ventaja del programa es que no requiere de asistencia a clases presenciales, por lo que el estudiante podrá acomodar su horario y desarrollar el programa cuando mejor le convenga.

Actualiza tus conocimientos a través del programa en Marketing and Advertising of an Educational Project”

Esta Postgraduate diploma en Marketing and Advertising of an Educational Project contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• Desarrollo de casos prácticos presentados por expertos en Marketing y Publicidad de un Proyecto Educativo
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• Novedades sobre Marketing y Publicidad de un Proyecto Educativo
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Con especial hincapié en metodologías innovadoras en Marketing y Publicidad de un Proyecto Educativo
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

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Incluye en su cuadro docente profesionales pertenecientes al ámbito de Marketing and Advertising of an Educational Project que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

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

El diseño de este programa está centrado 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 del curso académic. Para ello, el educador contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de Marketing and Advertising of an Educational Project y con gran experiencia docente.

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 Marketing and Advertising of an Educational Project y mejorar la capacitación de tus alumnos"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the current relevance of innovative specialization, and committed to quality teaching through new educational technologies.

This Postgraduate diploma in Marketing and Advertising of an Educational Project contains the most complete and up-to-date program on the market”

Module 1. Introduction to the Educational Project

1.1. What Is an Educational Project?

1.1.1. Description

 1.1.1.1. Plan the Process to Achieve the Goal
 1.1.1.2. Implications of the Process
 1.1.1.3. Presentation of Results

1.1.2. Identify the Problem
1.1.3. Address their Cause and Consequences

 1.1.3.1. SWOT Analysis
 1.1.3.2. Formulation of Actions

1.1.4. Diagnosis of the Problematic Situation

 1.1.4.1. Project Location and Situation
 1.1.4.2. Time Management
 1.1.4.3. Pre-Established Objectives and Goals

1.1.5. Innovative Educational Projects: Where to Start

 1.1.5.1. The Best Alternative
 1.1.5.2. Study or Diagnosis of the Problematic Situation

1.2. What Is It For?

1.2.1. Generate Changes in the Environments

 1.2.1.1. Change Management
 1.2.1.2. Verification of the Problem and Its Solution
 1.2.1.3. Institutional Support
 1.2.1.4. Verification of Progress
 1.2.1.5. What Specific Student Population Is Addressed?

1.2.2. Transform and Enable

 1.2.2.1. Social Dynamics
 1.2.2.2. Delimiting the Problem
 1.2.2.3. Topics of Common Interest

1.2.3. Modifying Reality

 1.2.3.1. The Operating Unit

1.2.4. Collective Action

 1.2.4.1. Implementation of Collective Actions and Activities
 1.2.4.2. Spontaneous Activities
 1.2.4.3. Structured Activities
 1.2.4.4. Collective Action and Socialization
 1.2.4.5. Collective Action and Stigmatization
 1.2.4.6. Collective Action, Transition and Trust

1.3. Origin

1.3.1. Planning the Process to Achieve an Educational Goal

 1.3.1.1. Definition of Objectives
 1.3.1.2. Project Justification
 1.3.1.3. Relevance of the Project
 1.3.1.4. Contribution to the Educational Community
 1.3.1.5. Feasibility of Implementation
 1.3.1.6. Limitations

1.3.2. Learning Objectives

 1.3.2.1. Viable and Measurable
 1.3.2.2. Relationship between the Objectives and the Problem Posed

1.4. Recipients

1.4.1. Educational Projects Implemented in a Specific Center or Institution

 1.4.1.1. Student Body
 1.4.1.2. Center Needs
 1.4.1.3. Teachers Involved
 1.4.1.4. Managers

1.4.2. Educational Projects Related to an Educational System

 1.4.2.1. Vision
 1.4.2.2. Strategic Objectives
 1.4.2.3. Political Resources
 1.4.2.4. Social Resources
 1.4.2.5. Educational Resources
 1.4.2.6. Regulatory Resources
 1.4.2.7. Financial Resources

1.4.3. Educational Projects that Take Place outside the Educational System

 1.4.3.1. Examples
 1.4.3.2. Complementary Approaches
 1.4.3.3. Reactive/Proactive
 1.4.3.4. Agents of Change
 1.4.3.5. Public/Private

1.4.4. Specialized Learning Educational Projects

 1.4.4.1. Particular Special Educational Needs
 1.4.4.2. Learning as a Motivation
 1.4.4.3. Self-Assessment and Motivation
 1.4.4.4. They Learn from Research
 1.4.4.5. Examples: Improving Daily Life

1.5. Factors

1.5.1. Analysis of the Educational Situation

 1.5.1.1. Stages
 1.5.1.2. Review
 1.5.1.3. Compiling Information

1.5.2. Problem Selection and Definition

 1.5.2.1. Progress Check
 1.5.2.2. Institutional Support
 1.5.2.3. Delimitation

1.5.3. Definition of Project Objectives

 1.5.3.1. Related Objectives
 1.5.3.2. Work Guides
 1.5.3.3. Analysis of Objectives

1.5.4. Project Justification

 1.5.4.1. Relevance of the Project
 1.5.4.2. Utility for the Educational Community
 1.5.4.3. Viability

1.5.5. Solution Analysis

 1.5.5.1. Foundation
 1.5.5.2. Motive or Purpose
 1.5.5.3. Goals or Scope
 1.5.5.4. Context
 1.5.5.5. Activities
 1.5.5.6. Schedule
 1.5.5.7. Resources and Responsibilities
 1.5.5.8. Assumptions

1.5.6. Action Planning

 1.5.6.1. Corrective Action Planning
 1.5.6.2. Work Proposal
 1.5.6.3. Sequence of Activities
 1.5.6.4. Delimitations of Deadlines

1.5.7. Work Schedule

 1.5.7.1. Work Breakdown
 1.5.7.2. Communication Tool
 1.5.7.3. Identify Project Milestones
 1.5.7.4. Blocks of the Set of Activities
 1.5.7.5. Identify Activities
 1.5.7.6. Development of a Business Plan

1.5.8. Specification of Human, Material and Economic Resources

1.5.8.1. Human

1.5.8.1.1. Project Participants
1.5.8.1.2. Roles and Functions

 1.5.8.2. Materials

  1.5.8.2.1. Resources
  1.5.8.2.2. Project Implementation

 1.5.8.3. Technologies

  1.5.8.3.1. Necessary Equipment

1.5.9. Assessment

 1.5.9.1. Process Evaluation
 1.5.9.2. Results Evaluation

1.5.10. Final Report

 1.5.10.1. Guide
 1.5.10.2. Limitations

1.6. Agents Involved

1.6.1 Students
1.6.2 Parents

 1.6.2.1. Families

1.6.3. Professors

 1.6.3.1. Educational Guidance Teams
 1.6.3.2. Faculty of the Center

1.6.4. Managers

 1.6.4.1. Centers

1.6.5. Society

 1.6.5.1. Social Services
 1.6.5.2. Municipal
 1.6.5.3. Associations
 1.6.5.4. Service-Learning Volunteering

1.7. Contents

1.7.1. Identity Marks

 1.7.1.1. Micro to Macro
 1.7.1.2. Contribute to the Educational Community

1.7.2. Features

 1.7.2.1. Ideological
 1.7.2.2. Teachings
 1.7.2.3. Units
 1.7.2.4. Schedules
 1.7.2.5. Installations
 1.7.2.6. Professors
 1.7.2.7. Managers

1.7.3. Objectives and Commitments

 1.7.3.1. Goals and Objectives
 1.7.3.2. Involvement of the Educational World

1.7.4. Specific Values

 1.7.4.1. Broad Beans
 1.7.4.2. Conduits that Promote

1.7.5. Methodology

 1.7.5.1. Attention to Diversity
 1.7.5.2. Working on a Project A Basis
 1.7.5.3. Thought-Based Learning
 1.7.5.4. Digital Learning

1.7.6. Organizational Structure

 1.7.6.1. Fundamental Objective
 1.7.6.2. The Mission
 1.7.6.3. Theory, Principles and Values
 1.7.6.4. Purposes and Strategies for Change
 1.7.6.5. Pedagogical Conception
 1.7.6.6. Community Environment

1.8. Objectives

1.8.1. Teachers

 1.8.1.1. Counselor-Coordinator
 1.8.1.2. Collaborate in Modernization

1.8.2. Pedagogical Approaches

 1.8.2.1. Effectives
 1.8.2.2. Rate
 1.8.2.3. Design
 1.8.2.4. Develop
 1.8.2.5. Putting Methods into Practice

1.8.3. Training Needs

 1.8.3.1. Ongoing Training
 1.8.3.2. Pedagogies
 1.8.3.3. Digital Learning
 1.8.3.4. Educational Collaboration
 1.8.3.5. Methodological Strategies
 1.8.3.6. Educational Resources
 1.8.3.7. Exchanging Experiences

1.9. Results

1.9.1. What Will Be Assessed?

 1.9.1.1. How Will the Examination Be Conducted?
 1.9.1.2. Who Will Be in Charge of Carrying It Out?
 1.9.1.3. When Will the Analysis Take Place?
 1.9.1.4. SMART Analysis: Relevance, By Addressing Significant Issues

1.9.2. Global

 1.9.2.1. Areas
 1.9.2.2. Dimensions

1.9.3. Reliability

 1.9.3.1. Reflex
 1.9.3.2. Measurements
 1.9.3.3. Supporting Objective Evidence

1.9.4. Accuracy

 1.9.4.1. Editorial Staff
 1.9.4.2. Introduction

1.9.5. Operability

 1.9.5.1. Measurement
 1.9.5.2. Feasible Results
 1.9.5.3. Consensus Assumed and Shared

1.10. Conclusion

1.10.1. Digitization
1.10.2. Collaboration
1.10.3. Transformation

Module 2. Leadership, Direction and Management of the Educational Project

2.1. Terms and Roles: Management, Direction, Leadership

2.1.1. Manager
2.1.2. Director
2.1.3. Leader
2.1.4. The Role of Management in the School Management Function
2.1.5. The Role of Management in the School Leadership Role
2.1.6. The Role of Leadership in the School Management Function
2.1.7. The Virtuous Triangle
2.1.8. Nobody Is Perfect No One Is an Island
2.1.9. A Set of Counterweights
2.1.10. Is the Solitude of the Head Really Necessary?

2.2. Coaching and Leadership

2.2.1. The Management Function as Leadership of Leaders
2.2.2. The Leader as Coach
2.2.3. Leadership, Coaching and Maieutics
2.2.4. Elements of Team Coaching: Assisting Water Breakage

 2.2.4.1. Check the Equipment
 2.2.4.2. Making People Aware of Change
 2.2.4.3. Be a Speaker, a Flagbearer, Encourage, Provoke

2.2.5. Elements of Team Coaching: Intervening Subcutaneously

 2.2.5.1. Transferring Responsibility to the Team
 2.2.5.2. Encourage Participation
 2.2.5.3. Articulate What Is Already in Place
 2.2.5.4. Standardization

2.2.6. Elements of Team Coaching: Boosting the Body's Defences

 2.2.6.1. Revealing Signs or Symptoms
 2.2.6.2. Sustaining Discomfort
 2.2.6.3. Giving Back to the Team What Belongs to It
 2.2.6.4. Giving Voice to the Silenced

2.2.7. The Leader and Chaos Order: Transaction and Transformation
2.2.8. Changing the Language to Change the Facts

 2.2.8.1. Communication as the Key to Change
 2.2.8.2. Language as an Engine of Change
 2.2.8.3. History, Metaphors and Stories The Effectiveness of Symbolic Language
 2.2.8.4. From Words to Deeds
 2.2.8.5. Celebrate What Has Been Achieved

2.2.9. Words Persuade, Example Drags

2.3. Structures and Leadership: Persons of Reference in the Center, Other Leaders

2.3.1. The power-authority binomial
2.3.2. Organizational Structures and Formal Leaderships
2.3.3. Do We Have the Necessary and Sufficient Structures?
2.3.4. Types of Leadership (Without Last Names)

 2.3.4.1. Master Leaders
 2.3.4.2. Organizing Leaders
 2.3.4.3. Leading Builders

2.3.5. Paraformal Leadership and Adaptive Structures
2.3.6. The Delegated Power
2.3.7. There Is No Manager Without Direction and No Leader Without a Project
2.3.8. You Can Learn to Be a Leader, but You Have to Dedicate Time and Attention to It
2.3.9. Leading From Values: Commitment, Exemplarity, Greatness and Resilience

2.4. Election, Training and Accompaniment of Leaders in the Center

2.4.1. Why Do We Need This Leader? Work Teams and Leadership
2.4.2. Creating the Future: Delegation in Leaders

 2.4.2.1. Requirements to Delegate
 2.4.2.2. The Delegation Process
 2.4.2.3. Delegation Phases

2.4.3. Co-Creating the Future: Empowering Leaders

 2.4.3.1. Forms of Empowerment
 2.4.3.2. Communication to the Center
 2.4.3.3. The Limits of Power

2.4.4. The Ongoing Training of Leaders
2.4.5. Accompanying Those Who Care for Them
2.4.6. Personalized Follow-up for Those Who Have a Responsibility
2.4.7. Professional Development of Leaders
2.4.8. It Is Good to Be Grateful: The Day After Relinquishing a Responsibility

2.5. How to Champion the Educational Project?

2.5.1. Know the Framework Well: Mission, Vision and Values
2.5.2. Knowing How to Transmit
2.5.3. Times and Forms of Transmission

 2.5.3.1. The Important vs. The Urgent
 2.5.3.2. Be Aware That 92% Of What Is Communicated Is Non-Verbal Language

2.5.4. Anchoring in the Real Context
2.5.5. Every Project Requires Strategy and Tactics

 2.5.5.1. The Strategic Plan. Actors
 2.5.5.2. Tactics. Actors

2.5.6. Trial and Error
2.5.7. The Educational Project and Leaders as Coolhunters
2.5.8. Erarre humanum est, etc. The School as a Laboratory: Possibilities and Limits
2.5.9. Perseverare Autem Diabolicum. What Does Not Work Is a Waste
2.5.10. Et Tertia Non Datur? That 50-25-20 Advice

2.6. Theoretical and Practical Training on the Basics of the Project

2.6.1. It Is Always Necessary to Justify What Is Going to Be Done

 2.6.1.1. The Necessary Scientific Support
 2.6.1.2. As a Propaedeutic Motif
 2.6.1.3. As a Communicative Argument
 2.6.1.4. To Encourage Reflection, Observation and Evaluation

2.6.2. The Practical Benefits Must Also Be Substantiated
2.6.3. Application of What Has Been Learned: Motivation and Supervision
2.6.4. Where to Invest More Effort?
2.6.5. Non-Complaining Reflection on What Is Not Working
2.6.6. Cross-Pollination: Co-Learning among Teachers
2.6.7. Reflection on Best Practices
2.6.8. When What Is Done Has Already Been Done

2.7. The Development of a Project I: Its Phases, Possibilities of each Phase

2.7.1. Every Project and Group Has Phases of Change
2.7.2. Phases of a Project. Possibilities

 2.7.2.1. Analysis
 2.7.2.2. Design
 2.7.2.3. Implementation
 2.7.2.4. Assessment

2.7.3. From Paper Project to Reality
2.7.4. Microchanges and Development of the Educational Project: The Value of Work in the Classroom
2.7.5. Making the Most of What You Do: Listening as a Driver of Change
2.7.6. Project Development and Personal Changes: The Change Curve

 2.7.6.1. Neutral Phases
 2.7.6.2. New Beginnings
 2.7.6.3. Transition and Development

2.7.7. Overlapping Phases in Complex Projects

 2.7.7.1. How to Deal with Permanent Change?
 2.7.7.2. When It Is Not Possible to Change Equipment

2.7.8. What If I Doesn’t Work? You Can Also Live on Mistakes

2.8. The Development of a Project II: Possible Obstacles

2.8.1 Personal Obstacles

 2.8.1.1. Different Types of Stakeholder Profiles
 2.8.1.2. Profiles by Time of Performance
 2.8.1.3. Profiles by Socket
 2.8.1.4. From Balkanized Cultures to Professional Communities

2.8.2. Bureaucratic Lace

 2.8.2.1. Continuous Evaluation. Development of Appropriate Indicators
 2.8.2.2. There Are No Universal Indicators
 2.8.2.3. No School Fits on Paper

2.8.3. Laws, Rules and Regulations

 2.8.3.1. Learning to Read
 2.8.3.2. Ask
 2.8.3.3. Daring to Propose

2.8.4. Obstacles as Tools for Improvement

2.9. Project Development III: Risk Factors

2.9.1. Personal

 2.9.1.1. Lack of Equipment
 2.9.1.2. Internal Conflicts
 2.9.1.3. Anti-Leadership Attitudes

2.9.2. Structural

 2.9.2.1. Inconsistency with the Mission
 2.9.2.2. Lack of Alignment with the Vision
 2.9.2.3. Contradiction with Values
 2.9.2.4. Duplicity
 2.9.2.5. Overload

2.9.3. Strategic

 2.9.3.1. Decontextualization
 2.9.3.2. Unsustainability

2.9.4. Tactical

 2.9.4.1. Lack of Knowledge of the Context
 2.9.4.2. Lack of planning
 2.9.4.3. Premura

2.9.5. Communicative

 2.9.5.1. “What Will People Say"
 2.9.5.2. From Customers to Allies

2.9.6. Project Design and Risk Factors. Courage and Prudence
2.9.7. The Need for External Advisors/Supervisors

2.10. Evaluation of the Leadership and Management of the Educational Project

2.10.1. Evaluation as the Cornerstone of a Project
2.10.2. The Role of Leadership and Management Assessment in Project Evaluation
2.10.3. Who Evaluates the Leader?
2.10.4. Leadership Assessment Tools
2.10.5. Developing a Professional Management Career: Learning to Manage and Lead

 2.10.5.1. Continuing Education
 2.10.5.2. Management Support
 2.10.5.3. Forums and Exchanges

2.10.6. The Local Management Culture and the Educational Project of the Center
2.10.7. The Local Management Culture Is Part of the Center’s Pedagogical Teaching
2.10.8. Leadership Cycles, the Hallmark of Schools
2.10.9. The Role of Seniors in the School of Tomorrow

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. SWOT Analysis

3.2. Introduction to the Planning and 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: Situation Analysis

 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: Setting Objectives
4.2.5. Phase 3: Strategy Design

 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 Control of the Strategy

 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 Programs

A unique, key, and decisive program to boost your professional development”