臺灣華語文能力測驗作為教育產業對越南行銷策略與行動方案成效之研究

本研究嘗試以國際行銷理論的7P策略探究臺灣「華語文能力測驗」作為教育產業對越南行銷策略與行動方案之成效。7P策略包含：產品(Product)、配銷(place)、促銷(promotion)、價格(pricing)、人員(people)、實體證據(physical evidence)、服務流程(process)。本研究以我國華語文能力測驗最近10年(2007-2016)對越南的行銷策略與行動方案進行研究分析，並以自編問卷「華語文能力測驗考生意見調查問卷」，針對越南地區華語文能力測驗考生667人進行調查研究，同時採取行動研究法、文件分析法、訪談調查法、問卷調查法多元研究方法進行資料蒐集與分析。研究結果發現：一、華語文能力測驗運用7P行銷策略在越南進行教育產業行銷，在產品、配銷、促銷、價格、人員、實體證據、服務流程等各方面已建立行銷基本模式，並展現具體行銷成效。二、華語文能力測驗在越南行銷成效與「教育部選派華語文教師赴越南任教、臺商企業雇用越南籍華語人才、臺灣各大學/華語中心招收越南學生來臺留學研習」三者具有密切關連與相互支持作用，是華測在越南行銷的重要影響因素，善加運用將有助於擴大行銷華測之成效。三、華語文能力測驗證書已獲越南政府認可為外語能力有效證明，華測在越南具有擴大發展的可能性。因應企業及教育機構需求，華測適時擴大提供「聽力、閱讀、口說、寫作」四種能力的完整測驗產品，將可拓展在越南的華測市場。針對本研究結果，提出建議如下：一、因應華測市場需求，於越南各地增設華測電腦化試場，擴增華測考試場次，增加報考機會，並縮短成績報告時程，以增加與同類測驗之國際競爭力。二、擴大編製華測試題，同時提供「聽力、閱讀、口說、寫作」四種能力之測驗，完整呈現考生運用華語文之綜合能力，以符應企業及教育機構鑑別員工或學生華語文能力的需要。三、增加編印華測考試輔助教材，公布更多歷屆華測考試試題，提供應考人準備考試之參考，以提高社會青年及學生報考華測之意願。四、擴大選派華語教師赴越南各教育機構任教，培訓其協助推廣華測之能力，並賦予在越南任教城市推動華測之任務，發揮人員行銷策略之作用。五、支持越南臺商企業全面採用華測證書招聘管理與技術人才；鼓勵我國大專院校及華語中心將華測證書納入審核外籍學生入學許可及獎學金機會應備資格條件。六、提供華測優秀考生各項獎勵措施，以加強促銷華測。例如：媒合就業機會、提供留學/研習獎助金、優惠參加華語研習活動、發給華測考試抵用券等等。

關鍵字

教育產業；華語文教育；華語文能力測驗

並列摘要

This research intends to investigate the executive results of marketing strategy and action program of Taiwan’s Test of Chinese as a Foreign Language (TOCFL) as an education industry in Vietnam, using the international marketing strategies-7P theory. The 7P strategies include the following: Product, place, promotion, pricing, people, physical evidence, service process. This research analyzes the marketing strategy and action program in Vietnam, according to Taiwan’s Test of Chinese as a Foreign Language (TOCFL) in the late decade (2007-2016) and conducts an investigative study aimed at 667 Vietnamese examinees, using a self-edited questionnaire “TOCFL Candidates Opinion Survey.” At the same time, this research adopts multiple research methods for data collection and analysis: action research, document analysis, interviews and surveys, as well as questionnaires. There are three research results: 1.Having applied the 7P marketing strategies in Vietnam, the TOCFL as an educational industry has formed a fundamental marketing strategy model on its product, distribution, promotion, price, people, physical evidence, and service process and has shown a significant marketing effect. 2.The effect of TOCFL marketing in Vietnam related to Chinese language teachers being dispatched to Vietnam by Taiwan’s Ministry of Education; Taiwanese enterprises’ hiring Vietnamese people who can use Chinese language; Taiwan’s universities’ and Chinese language centers’ recruitment of Vietnamese students—these three factors are closely associated with having a mutually supportive role. Making good use of them will help expand the effectiveness of marketing TOCFL. 3.The certificate of TOCFL has been recognized as proof of foreign language ability by the Vietnamese government. There will be a possibility for TOCFL’s market expansion and development in Vietnam. In response to the needs of enterprises and educational institutions, TOCFL provides timely expansion of four abilities: listening, reading, speaking, writing—a complete test product—that will be able to successfully expand its market in Vietnam. Based on these results, the suggestions are as follows: 1.In response to the demand of the market, computerized examination centers for TOCFL could be added all over Vietnam, TOCFL test frequency could be amplified, the opportunities to apply could be increased, and the duration of the publication of the results could be shortened, in order to increase the international competitiveness among similar tests. 2.Expand the production of TOCFL’s questions, while providing a complete test with four abilities—listening, reading, speaking, writing—to present a comprehensive set of Chinese language abilities of candidates in order to meet the needs of businesses and educational institutions, to distinguish their employees’ or students’ proficiency of Chinese language. 3.Increase publishing TOCFL examination support materials and previous more TOCFL examination items; provide reference for people to prepare for the test, in order to boost the willingness of youth of society and students to apply for TOCFL. 4.Dispatch more Chinese language teachers to teach in Vietnamese educational institutions, train their ability to assist in the promotion of TOCFL, and give them tasks to promote TOCFL in the city which they will teach in Vietnam, in order to perform the marketing strategy of personnel. 5.Support Taiwanese enterprises in Vietnam to comprehensively refer to TOCFL certificate to recruit management and technical personnel; encourage Taiwan’s universities and Chinese language centers to refer to the TOCFL certificate when reviewing the qualifications for students’ admissions and scholarships. 6. Provide incentives to excellent candidates of TOCFL to strengthen the promotion of TOCFL, for example: job-matchmaking opportunities; opportunities to study abroad / workshop grants; preferential treatment to participate in Chinese learning activities; vouchers for taking a TOCFL exam, etc.