學前教育之產品選擇探討－以中部某學前教育機構為例

本研究之目的在於透過學前教育之產品選擇探討－以台中某學前教育機構為例，瞭解其學前教育行銷策略運用之現況。在研究方法上，首先採用質性個案訪談法，以台中市某學前教育機構之高階主管為研究對象。針對學前教育行銷策略之5P組合策略，即產品(Product)、價格(Price)、通路(Place)、推廣(Promotion)、人員(people)五個策略，進行學前教育之行銷策略之探討。根據學前教育機構個案訪談行銷策略，主要發現歸納如下（一）產品（Product）策略：1､創造良好產品的體驗 2､精緻個別化課程 3､獨特化檢測工具 4､具研發性的創新課程（二）價格（Price）策略：基於商品差異化、獨特化及精緻化，因此在價格制定上是採取高價位的執行與配套，強調價值更勝於價格.（三）通路（Place）策略：創造安全、舒適的學習環境、強調客戶的體驗感受.（四）推廣（Promotion）策略：有專責行銷部門積極執行推廣策略：1.電話行銷 2.透過體驗行銷 3.口碑行銷 4.異業合作創造雙效（五）人員（People）策略在人員方面的具體策略：為『專業師資團隊』、『學習型組織』、『同仁是家人』夥伴關係。

關鍵字

學前教育；產品選擇

並列摘要

The purpose of this study is to investigate the Products choosing of Preschool childhood Education. Morespecifically, this study uses a pre-school institute located in Taichung as an example on its current use of marketing strategy. The research methodology is composed of qualitative caseinterviews of executives from the pre-school institution. The interview focuses on a combination of five marketing strategies, namely product, price, place,promotion, and personnel.Based on a particular pre-school institution in Taichung, major findings are summarized as follows: 1.Product： a.Creating a good product experience b.Individualized curriculum c.Unique diagnosis procedure and tool d.Development of innovative curriculum 2.Price:Given the difference, uniqueness, and level of refinement of the current product (as compared to other products on the market), the pricing is on the high-end of the spectrum. The pricing is determined based on the specific curriculum and support package, which emphasizes quality over cost. 3.Place : The channel through which the product is delivered is a safe and comfortable learning environment, which emphasizes the value the institution has placed on customer’s personal experience. 4.Promotion :A department is devoted to actively implement promotional marketing strategies. The strategies fall under the following categories: a.Telemarketing b.Personal experience c.Word-of-mouth d.Cross-industry cooperation 5.Personnel: Personnel are encouraged to view colleagues not as “colleagues,” but a family-oriented partnership.Personnel form professional teaching teams and learning-based organizations to facilitate the effectiveness of product delivery.