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KAAV INTERNATIONAL JOURNAL OFECONOMICS, COMMERCE & BUSINESS MANAGEMENT KIJECBM/APR-JUN (2017)/VOL-4/ISS-2/A8 PAGE NO.49-61 ISSN: 2348-4969 IMPACT FACTOR(2017) – 7.8902 WWW.KAAVPUBLICATIONS.ORG
A RESEARCH PAPER TOPIC-STUDY THE EFFECTIVENESS OF INTEGRATED MARKETING COMMUNICATION (IMC) TOOLS AMONGST YOUTH IN B-SCHOOLS AUTHORS: DR.GEETA NEMA
1 1
Reader,The International Institute of Professional Studies Devi Ahilya University,Takshshila Campus, Khandwa Road Indore, (M.P.) India 2
KAVITA KASLIWAL
2
Assistant Professor, Arihant Institute of Management and Technology 453, Khandwa Road, Opp. Radha Soami Satsang Indore, (M.P) India
Abstract: Management education in India is facing huge domestic and international competition. Question arises of differentiation of the B-School among the competitors. The students’ decision whether or not he wants to take admission and if he would wish to recommend the B-School to others will depend on his level of satisfaction while learning in the B-School. The major purpose of this study is to explore if BSchools are using Integrated Marketing Communications (IMC) tools for learning and if so, the student’s perceptions regarding IMC tools, how relevant and appreciable are these IMC tools for them. Thus, the focus is to study the adoption of IMC tools for learning in B-Schools of Indore. 121 respondents of various undergraduate and post graduate courses of Government and Private B-Schools were interviewed with a structured questionnaire. The data analysis after applying frequency distribution, chi-square and ANOVA shows that age, course and income does not affect the learning in B-Schools. However the category of B-School if it is government or private does affect the learning. The IMC tools like Advertisements in the newspapers, online sites, bus shelters, auto back, hoardings, cinemas, search engine optimizations, Tele-calling on databases, direct emails/letters to students, live online lectures, Prospectus/ brochure/ leaflet distribution, broadcasting through Whatsapp, SMS, TV, Radio, promotion through home-shopping channels, selling prospectus online, sending notes through emails, sending information through phone calls or SMS, use of Whatsapp groups to share study material, preparation of corporate film, sharing of information on B-School’s own website, Facebook, participation in various management events, career fairs, use of blogs for teaching, distribution of freebies, free trial classes coupons, complimentary extra certificate courses, sample lectures, organizing contests, corporates participation in B-School events, bonus packs, offers loyalty bonus for referral admissions, faculties solve personal doubts, personal touch in solving administrative problems, distribution of course material, arrangement of tutorial classes, collection of feedback from employer organisations , are effective IMC tools for the learning in B-Schools. Students are not concerned with
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the IMC tools like Advertisements on radio, television, sending of assignments/ projects through emails, organising press conferences, gives press notes in newspapers, participation in B-School rankings organized by media houses, publishing in-house journals or newsletters periodically, invites celebrity/ personality in campus, organizing of fund raising dinners/charitable programmes, national and international conferences, gives sponsorship in events, giving of discount in fees, fee-refund or money-back offers, faculties providing personal counselling, extent of support from support staff. Accordingly the B-School must focus in putting their resources effectively to only the identified learning tools as mentioned in this paper and thereby improve the experiences of the students studying in BSchools and will help in avoiding wastage of resources of the B-School. Keywords: Integrated Marketing Communication, Learning tools, B-School, Chi-square, ANOVA
Introduction: Business schools across the country are faced with declining enrolment and shrinking budgets. One solution to this disturbing trend may be for business schools to become more marketing oriented. A key issue of concern is the degree to which marketing has actually been adopted and, as a result, what activities have been implemented in attracting and retaining business students. This differentiation in BSchools is created with the help of various Integrated Marketing Communications tools in the form Sales Promotion, Direct Marketing, Advertising, Public Relation and Personal Selling. Promotion mix decision helps an institute to differentiate not only on the part by providing options of courses but also for the students. Business Schools provide various educational facilities that offers specializing in the teaching of material relevant to businesses or business services. The development of B-schools in national economies is an important element of political and national life. Thus, the ways these institutes tackle their marketing and marketing communications activities justify a detailed investigation. Hence, the major purpose of this study is to explore if B-Schools amongst the educational institutes are using IMC and if so, how relevant and applicable IMC is to them. Thus, the focus is to study the adoption of IMC tools in B-Schools of Indore. Integrated marketing communication is integration of all marketing tools, approaches, and resources within a company which maximizes impact on consumer mind and which results into maximum profit at minimum cost. Generally marketing starts from “Marketing Mix” and also includes internet marketing, sponsorship marketing, direct marketing, database marketing and public relations. And integration of all these promotional tools along with other components of marketing mix to gain edge over competitor by knowing the right touch-points using to reach highest level of consumer satisfaction is referred as Integrated Marketing Communication.
Figure: Integrated Marketing Communications Tools Source: Tata Mc Graw Companies, Inc
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Review of Literature: Mehir Baidya, Bipasha Maity, (2010),"Effectiveness of integrated marketing communications", States that the effectiveness of different components and total IMC on two brands in India. The increase in IMC would lead to increase physical sales for the brands. All the individual components of IMC have significant unequal positive effects on physical sales for both the brands. Further, the effects of total IMC on sales are also positive and significant in both the cases. Jonathan Ivy, A new higher education marketing mix: the 7Ps for MBA marketing, 2008, states that seven quite distinct underlying factors in the marketing activities of these business schools, some covering the same elements of the traditional marketing mix: people, promotion, and price. There were, however, four different elements: programme, prominence, prospectus, and premiums. that the traditional services marketing mix may not be very useful to the higher education sector. The development of marketing strategy may be better served by this 7P model rather than the services mix. Stephen J. Grove Les Carlson Michael J. Dorsch, (2002),"Addressing services’ intangibility through integrated marketing communication: an exploratory study", demonstrates different ways in which the interactive capabilities of Twitter can be used to communicate with customers. However by also demonstrating lack of consistency in Twitter practice within most organisations, the results reinforce the need for strategic consistency in developing Twitter practice. It compares Twitter use within and across organisations and geographic markets. It demonstrates a variety of potential Twitter practices, and discusses the advantages and disadvantages of different strategies, and thus provides a framework for analysis of Twitter practice, and strategic direction for organisations developing their use of Twitter. The paper identifies challenges in the use of Twitter as both a one-to-many, and also a one-to-one, communication medium, and suggests strategies for coping with this dual use of Twitter. Shree kumar K. Nair and Sadhana Ghosh, Factors Affecting the Placement Prospects of MBA Students: An Exploratory Study, 2006, Concludes that the span or duration of work experience to have an impact on the kind of placements that students get. There is a conscious attempt on the part of companies to consider work experience as an important parameter for campus recruitment. Recruiters invariably look at the value and appropriateness of acandidate’s work experience while selecting MBA candidates. Personal interview was also found to have abearing on student placements. That means, students obtaining more marks in the personal interview at thetime of admission to the programme got into better-rated organisations, and vice versa. Students who had been actively involved in extracurricular activities during the course of their programme got into better organisations and vice versa. Factors such as students’ entrance examination marks, group discussion marks, internship marks, and GPA do not affect placements. Pragya Keshari, Asha Jain, Sangita Jain, Constituents of Advertising Effectiveness: A Study of Select Service Advertisements, 2012, states that Advertising plays important role in promoting a product or service. It is an integral part of Integrated Marketing communication. It not only helps in selling the product but also contribute in developing a favorable image for the productor service in the market. Although creating advertisements for services always remain challenging for advertisers. Because of unique nature of services, it is difficult for them to persuade the customers about the benefits and features of the services. Attractive visuals, believability, informational content, relevance, memo ability and persuasiveness are the factors that make a service advertising more effective. Sylvia D. Clark, Craig A. Lets haw, "Peeling the Onion" Called Student Performance: An Investigation into the Factors Affecting Student Performance in an Introductory Accounting Class, 2011, states that Attendance affects homework grade and homework grade does influence students' final grade. Reflective and sensing learning styles were important in determining student performance in introductory accounting courses. Objectives of the study: 1. To identify the various Integrated Marketing Communications (IMC)tools used in B-Schools
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2. To study the impact of demographic variables like- course, age, category, education and income level on the understanding of different Integrated Marketing Communications (IMC) tools used by B-Schools. 3. To study the effectiveness of Integrated Marketing Communications (IMC) tools amongst youth in B-Schools Hypotheses: 1. H01- Age does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools 2. H02- Course does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools 3. H03- Category does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools 4. H04- Income does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools 5. H05- Integrated Marketing Communications (IMC) tools does not affect significantly on the learning tools used by B-Schools Research Methodology: Research methodology is the framework of the research. It Includes: Research design: The research design used for the present study is descriptive in nature as it is conducted on primary data. A descriptive study is a statistical study to identify patterns or trends in a situation, but not the causal linkages among its different elements. Sampling technique: Convenience sampling (non- probability sampling) is used in the present study. Non-probability sampling is a sampling method where some elements of the population have no chance of selection (these are sometimes referred to as 'out of coverage'/'under-covered'), or where the probability of selection can't be accurately determined. It involves the selection of elements based on assumptions regarding the population of interest, which forms the criteria for selection. Sample Size: 100 respondents studying in various undergraduate and post-graduate management courses in various Government and Private B-Schools of Indore are taken as sample respondents for the present study. Data Collection: Data is collected through a structured questionnaire comprising of two sections. Section-A deals with the demographic profile and Section-B is related to awareness and understanding about learning tools adopted by B-School which is designed to meet the objectives of the study Data analysis tests: Data has been analysed using appropriate qualitative and quantitative techniques like Chronbach alpha for checking the Reliability, frequency distribution and chi-square test for analysing demographic variables and ANOVA (Analysis of Variance) for analysing the effectiveness of Integrated Marketing Communications (IMC) tools on the learning in B-Schools. Findings and Discussion: Findings: 1) The reliability of the study is tested using Chronbach alpha, the results of which are presented as under:-
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Cronbach's Alpha .948
N of Items 57
Interpretation: As the value of Chronbach alpha is .948 which is closer to1, hence the research instrument is reliable to carry on data analysis. The demographic variables of the study are explained by using frequency distribution. The demographic variables distribution is shown with the help of pie-charts mentioned as below:I) Frequency distribution of Age
Figure 1: Frequency distribution of Age Interpretation: From the above pie-chart it can be observed that the sample distribution with respect to age varies from 18years to 30 years. II) Frequency distribution of Course
Figure 2- Frequency distribution of Course Interpretation- The above pie-chart shows that there is greater understanding of the concept of IMC tools in the post-graduate students with 89 respondents of the B-Schools, whereas only 11 respondents of undergraduate course of B-school have responded.
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III)- Frequency distribution of Category
Figure 3- Frequency distribution of Category Interpretation- The above pie-chart shows that there is greater understanding of the concept of IMC tools in the students with 73.65% respondents of the private B-Schools.
IV)- Frequency distribution of Income
Figure 4- Frequency distribution of Income Interpretation- The above pie-chart shows that there are greater number of students (36.53%) who belong to family income of upto 2lacs, about 26.35% students who belong to income band of 4-6lacs, 19.76% students belong to income level of above 6lacs and 17.37% students belong to 2-4lacs income level. In order to achieve the second objective “To study the impact of demographic variables, ie, course, age, category, education and income level on the understanding of different Integrated Marketing Communications (IMC) Tools used by B-Schools”, chi- square test was applied on the data to test the following hypotheses: 1) H01- Age does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools 2) H02- Course does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools
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3) H03- Category does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools
4)
H04- Income does not affect significantly on the Integrated Marketing Communications (IMC) tools used by B-Schools Age
Category Income
course
Chi-Square 96.364b
9.000a
39.760c
94.620a
Df
1
3
1
.003
.000
.000
10
Asymp. Sig. .000
Figure: Chi-square table Interpretation: From the above chi-square table, it may be interpreted that the value of asymptotic significance with respect to age, category, income and course is coming to be less than 0.05. Hence, the null hypotheses in all the four cases is rejected. Thus, it may be concluded that all the four demographic variables have a significant effect with respect to use of Integrated Marketing Communications (IMC) tools used for learning. This might be due to changing perception of the students. In order to achieve the third objective “To study the effectiveness of Integrated Marketing Communications (IMC) tools on the learning in B-Schools”, ANOVA test was applied on the data to test the following hypothesis: H0- IMC tools does not affect significantly on the learning tools used by B-Schools
Findings and Discussion: The IMC tools used by B-Schools and its effect on learning tools is shown using ANOVA ANOVA
Between Groups B-School advertises in the news Within Groups paper Total Between Groups B-School gives advertisements Within Groups on Radio Total Between Groups B-School gives advertisements Within Groups on Television Total Between Groups B-School give advertisements Within Groups on online sites Total Between Groups B-School gives any advertisements on bus shelters, Within Groups auto back, hoardings, etc Total
Sum of Squares 8.443 226.615 235.058 24.141 209.942 234.083 21.315 220.949 242.264 20.200 265.668 285.868 10.199 283.487 293.686
df
Mean F Sig. Square 4 2.111 1.080 .369 116 1.954 120 4 6.035 3.335 .013 116 1.810 120 4 5.329 2.798 .029 116 1.905 120 4 5.050 2.205 .073 116 2.290 120 4 2.550 1.043 .388 116 2.444 120
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Between Groups Within Groups Total B-School gives paid click ads to Between Groups appear in search engine Within Groups optimization (SEO) Total Between Groups B-School does Tele-Calling on Within Groups database for admissions Total Between Groups B-School sends direct eWithin Groups mail/letters to students Total Between Groups Teachers take live online lectures (through video Within Groups conferencing, etc) Total B-School gives prospectus/ Between Groups brochure/ leaflet containing Within Groups complete details of the course to Total the students B-School uses direct response Between Groups broadcasting through TV, Within Groups Radio, SMS, Whatsapp regarding important Total information/events B-School sends assignments/ Between Groups projects through direct mails to Within Groups students Total Between Groups B-School promotes through home-shopping channels for Within Groups selling any programmes Total B-School sells its prospectus Between Groups online on different teleWithin Groups marketing channels/ sites or its Total own website Between Groups Teachers send notes through Within Groups email personally Total Between Groups Teachers give assignments/ Within Groups projects through email Total Between Groups B-School sends important information through phone call Within Groups or SMS Total B-School gives any advertisements in Cinemas
10.154 237.201 247.355 3.244 257.269 260.512 5.176 262.427 267.603 3.506 305.188 308.694 18.274 264.288 282.562 3.172 232.977
4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116
236.149
120
14.211 205.326
4 116
219.537
120
38.831 214.706 253.537 4.972 236.548 241.521 17.167 242.833
4 116 120 4 116 120 4 116
260.000
120
.512 215.323 215.835 13.589 186.659 200.248 12.411 210.564 222.975
4 116 120 4 116 120 4 116 120
2.539 1.241 2.045
.297
.811 2.218
.366
.833
1.294 2.262
.572
.683
.877 2.631
.333
.855
4.569 2.005 2.278
.098
.793 2.008
.395
.812
3.553 2.007 1.770
.098
9.708 5.245 1.851
.001
1.243 2.039
.610
.657
4.292 2.050 2.093
.092
.128 1.856
.069
.991
3.397 2.111 1.609
.084
3.103 1.709 1.815
.153
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Faculties use Whatsapp group to Between Groups share important study material Within Groups with students Total Between Groups B-School holds press Within Groups conferences Total Between Groups B-School gives press note Within Groups regularly in newspapers Total Between Groups B-School participates in BSchool Rankings organized by Within Groups leading media houses Total B-School publishes any News Between Groups letter or in-house Journal Within Groups periodically Total Between Groups B-School invites any celebrity/personality in the Within Groups campus Total Between Groups B-School has prepared any Within Groups corporate film for its publicity Total Between Groups B-School organizes fund-raising Within Groups dinners/charitable programs Total Between Groups B-School posts important information on its own official Within Groups website Total Between Groups B-School participates in Within Groups various management events Total Between Groups B-School participates in career Within Groups fairs Total Between Groups B-School posts important Within Groups information on Facebook Total Faculties use blogs for teaching Between Groups about the recent trends on any Within Groups topic Total Between Groups B-School organizes national Within Groups and international conferences Total B-School gives sponsorship in Between Groups
13.678 200.570 214.248 28.783 218.688 247.471 28.330 187.373 215.702 39.378 175.977 215.355 32.674 203.194 235.868 45.313 201.067 246.380 17.944 247.378 265.322 38.069 165.170 203.240 8.638 157.014 165.653 5.761 152.074 157.835 12.728 162.809 175.537 14.614 201.997 216.612 12.365 201.966 214.331 46.228 173.739 219.967 21.798
4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4
3.420 1.978 1.729
.102
7.196 3.817 1.885
.006
7.082 4.385 1.615
.002
9.845 6.489 1.517
.000
8.169 4.663 1.752
.002
11.328 6.536 1.733
.000
4.486 2.104 2.133
.085
9.517 6.684 1.424
.000
2.160 1.595 1.354
.180
1.440 1.099 1.311
.361
3.182 2.267 1.404
.066
3.654 2.098 1.741
.085
3.091 1.775 1.741
.138
11.557 7.716 1.498
.000
5.449 3.496
.010
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various events
Within Groups Total Between Groups B-School distributes freebies Within Groups free of cost Total Between Groups B-School gives discount in fees Within Groups Total Between Groups B-School gives fee refund or Within Groups money-back offers Total Between Groups B-School offers coupons for Within Groups trial Classes Total B-School provides extra Between Groups certificate courses Within Groups complimentary as a premium Total offer Between Groups B-School gives commissions to Within Groups agents or brokers Total Between Groups B-School allows to attend sample lectures of any Within Groups programme Total Between Groups B-School organizes contests and Within Groups offers big prizes to winners Total B-School invites corporates to Between Groups participate in events as Within Groups exchange deal Total Between Groups B-School provides any extra facilities as bonus pack at Within Groups regular fees Total Between Groups B-School gives loyalty bonus Within Groups for referral admissions Total Between Groups Faculties solve student doubts Within Groups personally Total Between Groups Faculties provide personal Within Groups counseling from time to time Total Extent of administrative Between Groups
180.830 202.628 9.662 256.486 266.149 19.854 221.105 240.959 20.162 219.738 239.901 6.862 237.221 244.083 3.971 220.806
116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116
224.777
120
1.928 206.121 208.050 10.146 208.912 219.058 11.036 192.683 203.719 17.418 242.912 260.331 14.063 222.020 236.083 6.267 251.733 258.000 3.257 142.346 145.603 14.095 143.442 157.537 10.918
4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4 116 120 4
1.559 2.416 1.093 2.211
.364
4.963 2.604 1.906
.039
5.041 2.661 1.894
.036
1.715 2.045
.839
.503
.993 1.904
.521
.720
.482 1.777
.271
.896
2.537 1.408 1.801
.236
2.759 1.661 1.661
.164
4.355 2.079 2.094
.088
3.516 1.837 1.914
.126
1.567 2.170
.722
.579
.814 1.227
.664
.619
3.524 2.850 1.237
.027
2.730 2.129
.082
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problems being handled properly
Within Groups Total Between Groups Course material is provided by Within Groups the faculties personally Total Tutorial classes are arranged to Between Groups cater to the individual needs of Within Groups the students Total B-School takes feedback from Between Groups employer organisations and Within Groups gives to individual student Total Between Groups Extent of support received from Within Groups support staff for field work Total
148.735 159.653 4.632 185.268 189.901 8.825 177.175 186.000 12.563 181.272 193.835 5.665 196.533 202.198
116 120 4 116 120 4 116 120 4 116 120 4 116 120
1.282 1.158 1.597
.725
.577
2.206 1.445 1.527
.224
3.141 2.010 1.563
.098
1.416 1.694
.505
.836
Interpretation: From the above table, it may be interpreted that the following Integrated Marketing Communications (IMC) tools have significant effect among youth in B-Schools: 1)Advertisements- Advertisements in the newspapers, online sites, bus shelters, auto back, hoardings, cinemas, search engine optimizations 2) Direct Marketing- Tele-calling on databases, direct emails/letters to students, live online lectures 3) Publicity and Public Relations- Prospectus/ brochure/ leaflet distribution, broadcasting through Whatsapp, SMS, TV, Radio, promotion through home-shopping channels, selling prospectus online, sending notes through emails, sending information through phone calls or SMS, use of Whatsapp groups to share study material, preparation of corporate film, sharing of information on B-School’s own website, Facebook, participation in various management events, career fairs, use of blogs for teaching, distribution of freebies, free trial classes coupons, complimentary extra certificate courses, commissions to brokers, sample lectures, organizes contests, corporates participation in B-School events, bonus packs, offers loyalty bonus for referral admissions. 4) Personal Selling- faculties solve personal doubts, personal touch in solving administrative problems, distribution of course material, arrangement of tutorial classes, collection of feedback from employer organisations is coming to be less than 0.05, thereby rejecting the null hypothesis namely “IMC tools does not affect significantly on the learning tools used by B-Schools” is rejected. Thus proving that above IMC tools have greater impact on the learning of the students of B-Schools. - Following are the Non-effective IMC Tools on the learning of students in B-Schools: 1)Advertisements- Advertisements on radio, television 2)Publicity and Public Relations- sending of assignments/ projects through emails, organising press conferences, gives press notes in newspapers, participation in B-School rankings organized by media houses, publishing in-house journals or newsletters periodically, invites celebrity/ personality in campus, organizing of fund raising dinners/charitable programmes, national and international conferences, gives sponsorship in events, giving of discount in fees, fee-refund or money-back offers 3) Personal selling-faculties provide personal counselling, extent of support from support staff is coming to be more than 0.05, thereby not rejecting the null hypothesis namely “IMC tools does not affect significantly on the learning tools used by B-Schools” is not rejected. Thereby proving that IMC tools used by B-School does not affect the learning outcome of the B-School. This shows that the above IMC tools are not very effective for the learning of the students of B‐Schools.
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Conclusion: In this present competitive environment where B-Schools are facing tough competition, it is very essential for them to use suitable IMC tools so that the learning abilities and skills of the students can be enhanced making them fit to face the challenges of the competitive environment. The study shows that demographic variables including course, age, category and income level does not affect learning in BSchools. The present study also states the effectiveness of the IMC tools on the learning in B-Schools. IMC tools like Advertisements in the newspapers, online sites, bus shelters, auto back, hoardings, cinemas, search engine optimizations, Tele-calling on databases, direct emails/letters to students, live online lectures, Prospectus/ brochure/ leaflet distribution, broadcasting through Whatsapp, SMS, TV, Radio, promotion through home-shopping channels, selling prospectus online, sending notes through emails, sending information through phone calls or SMS, use of Whatsapp groups to share study material, preparation of corporate film, sharing of information on B-School’s own website, Facebook, participation in various management events, career fairs, use of blogs for teaching, distribution of freebies, free trial classes coupons, complimentary extra certificate courses, commissions to brokers, sample lectures, organizes contests, corporates participation in B-School events, bonus packs, offers loyalty bonus for referral admissions, faculties solve personal doubts, personal touch in solving administrative problems, distribution of course material, arrangement of tutorial classes, collection of feedback from employer organisations , are effective IMC tools for the learning in B-Schools. Students are not concerned with the IMC tools like Advertisements on radio, television, sending of assignments/ projects through emails, organising press conferences, gives press notes in newspapers, participation in B-School rankings organized by media houses, publishing in-house journals or newsletters periodically, invites celebrity/ personality in campus, organizing of fund raising dinners/charitable programmes, national and international conferences, gives sponsorship in events, giving of discount in fees, feerefund or money-back offers, faculties providing personal counseling, extent of support from support staff. Hence the B-School must focus in putting their resources effectively to only the identified IMC tools as mentioned in this paper and thereby improve the experiences of the students studying in BSchools and will help in the growth of the B-School.
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