Chapter 4: Science Access Education in South Africa and the UKZN Foundation Programme
4.10 Marketing Strategy of the Foundation Programme
The following discussion includes the targeting, positioning and marketing mix for the Foundation Programme at UKZN.
4.10.1 Targeting
The Foundation Programme targets students who have had an a disadvantaged schooling, largely from previous D.E.T schools, i.e. they have been to schools where there is a lack of, or poor, resources such as laboratories, proper laboratory equipment, library facilities, electricity, telephone, computers, toilets or water (Fiske and Ladd, 2006, p.96 and University of KwaZulu-Natal, 2004b, paragraph 1). Sometimes these schools may not have had appropriately qualified teachers.
The socio-economic background that SFP students come from is associated with a number of difficulties (Science Foundation Programme, 1998, p.6-7):
• Students come from fragmented families and societies; they struggle with identity and family support, both personal and financial,
• They have often come from traumatised communities and some are personally the victims of violence and abuse,
• Often the level of poverty is extremely high and shortages of resources like food, water, transport and housing are not unknown amongst the students. This leads to poor health and nutrition.
In a study done by Simpson, Munro and Quayle (2008, p.15) of 792 students at UKZN, it was found that 26.5% of CSA students were highly vulnerable to food insecurity compared to 11% of
mainstream students. Food insecurity included 3 dimensions: anxiety and uncertainty about food situation, resources and supply; insufficient quality (includes variety and preferences of the type of food) and insufficient quantity of food intake and its physical consequences (i.e. reduced food intake and experience of hunger) (Simpson et al., 2008, p.16).
Many students experience high levels of anxiety about finance (Science Foundation Programme, 1998, p.7). Schafer (2006) states that although the stress of financial uncertainty may be temporary, it can still have a negative impact on individuals (cited in Robotham and Julian, 2006, p.111). In addition, having limitations on financial resources can increase the impact of strains normally associated with studying (Foster, 1995, cited in Robotham and Julian, 2006, p.111).
Many of the SFP students have also strongly felt the effects of AIDS. Many of the students are in the age bracket where they or family members are HIV positive (Science Foundation Programme, 1998, p.7). They experience fear, anxiety and depression as a result of ill-health and bereavements.
Significant members of the community (role models, mentors, bread-winners and seniors) are no longer there and this causes insecurity for many students (Science Foundation Programme, 1998, p.7).
4.10.2 Positioning
The image the CSA would like its target market to have of the Foundation programme is one of success (Kioko, 2008,). Kotler and Armstrong (2004, p.267) state that “the designing of the marketing mix, i.e. the product, price, place and promotion, involves working out the tactical details of the positioning strategy”. The marketing mix for the Foundation Programme is discussed below.
This study aims to identify the image that the target market has of the Foundation programme.
Thus the unique selling proposition for the Foundation Programme is the access it provides for students from disadvantaged backgrounds into science degrees. As discussed above it provides them with the much needed skills and helps prepare them to succeed in a science degree. The students considered for the Foundation Programme do not meet the university’s entry requirements on their matric results and would not have been admitted into a science degree without the Foundation Programme. The Foundation Programme is designed to meet the unique needs of its target market.
Together with providing access, the Foundation Programme tries to address other areas of needs of its target market. The Programme receives support from the Faculty and University (Kioko, 2008) which allows it to provide for the needs of its target market and which is part of the strengths of the programme. This includes the use of well-equipped laboratories, technical staff, campus security, campus clinic, university cafeterias, sporting facilities and university residences etc. (Kioko, 2008).
The counselling component and staff take care of the need for career and counselling advice.
Special consideration is given to welcoming students by its own orientation programme that the Foundation Programme provides. The programme also tries to motivate its students through the teaching staff, counsellors and by arranging motivational talks by leaders in the community.
Mentors who are senior students are employed to assist students with extra help and act as role models. However, a weakness for the programme is that it does not make provision for the need for job experience (Kioko, 2008).
4.10.3 Marketing mix
The following discussion includes the application of the marketing mix to the Foundation Programme at UKZN.
4.10.3.1 Product
Products, according to McColl et al. (1998, p.19) are the means by which organisations seek to satisfy consumer needs. A product in this sense is anything that the organisation offers to potential customers which may satisfy a need, whether it is tangible or intangible (McColl et al., 1998, p.19).
For the Foundation Programme the core product is education but more specifically the product is access into a science degree. Foundation students do not meet the minimum requirements to go directly into a science or science-related degree but they have a need and desire to study a science or science-related degree. The Foundation Programme therefore satisfies the intangible need for access into a science degree. It provides students with the skills necessary to cope with a science or science-related degree.
The programme consists of a package of courses which include:
• Biology
• Chemistry
• Communication in Sciences or Scientific Writing
• Mathematics
• Physics
• Lifeskills
The learning outcomes of the programme are that learners should (University of KwaZulu-Natal, 2004b, paragraph 2):
• be able to communicate effectively
• gain mathematical competence
• acquire problem solving skills
• learn to use the scientific method and experimentation techniques
• be able to think critically
• be able to work effectively in groups
• manage information competently
• take responsibility for their own learning
• explore ethics and life skills
• have an awareness of career outcomes
In applying Lovelock’s (1996, p.343) illustration of the Flower of service discussed in Chapter three in this instance the core product of the Foundation Programme is education which consists of the modules, curriculum etc. The petals of the Foundation Programme consist of the counselling component, financial assistance and bursaries, mentors, accommodation, infrastructure and facilities of the university, extra tutorial sessions, computer training, leadership opportunities as such class reps, career talks, motivational speakers and administrative assistance etc. Both the core product and the petals helps the Foundation improve its position in the minds of its target market.
Thus the product element of the marketing mix for the Foundation Programme includes an extensive offering for the Foundation students. The desired outcome for the students is for them to be successful.
4.10.3.2 Price
According to McColl et al. (1998, p.19) price decisions concern the general level of prices to be charged, discount structures, terms of payment and the extent to which price discrimination between different groups of customers is to take place.
In the Foundation Programme there are a number of price considerations. These vary from year to year. Firstly there is the application fee. The application fee for the 2011 cohort was R150 (Central Applications Office, 2011, p.124). This was to be paid at a First National Bank before 31 October 2010. Late applicants had to pay a fee of R300.
The 2011 tuition fee for the programme was R17402. The tuition fee could be paid at any First National Bank or at the University cashier. The tuition fee was payable as follows:
Table 4.2: 2011 Foundation Programme Fees Acceptance deposit fee to
secure an SFP place
R500 payable by 30 January 2011
Initial payment R2 000 payable on or before registration order to register
Balance 1st semester payment Payable before 31 May 2011 Balance of fees Payable before 31 August 2011
Over and above the tuition fee Foundation students are charged R1822 towards costs for their lecture notes.
Financial assistance is a major concern for access students because of their economic background.
For students who are eligible and have been granted financial aid these costs will be paid on their behalf through an internal transaction into their fee account. Included in the loan is also a provision for books and meal allowances. A limited number of financial aid packages are allocated to the Foundation Programme. In addition there are also a limited number of bursaries that are awarded to the foundation students based on academic merit (Centre for Science Access, 2011a, p.1). The Foundation Programme is aware of the financial need of its target market and continually tries to obtain bursaries for them. It will help the programme improve its position with its target market.
If a student has been accommodated in the university residence they need to pay an initial deposit of R2500 on or before registration. Outstanding residence fees for semester one must be settled in full by 31 May 2011. Second semester fees are payable by 31 August 2011. Residence costs are from R16067.16 to R17758.44 per annum excluding meals (University of KwaZulu-Natal, 2011, p.10).
These costs are covered by financial aid if granted to the student.
Although the Foundation programme provides a great opportunity for its target market it can only help them achieve success if they are given the much needed financial support to study at university.
4.10.3.3 Place
In services the accessibility in terms of ease of access that potential customers have to a service is a component of this mix element. It also involves physical location decisions, decisions about which intermediaries to use is making a service accessible to a consumer and non-location decisions which are used to make services available (McColl et al., 1998, p.20). Intensive face to face delivery requires students to attend lectures on campus and interact personally with various aspects of the service, for example the counsellors etc.
The Foundation Programme is offered both on the Pietermaritzburg and Westville campuses of the University of KwaZulu-Natal. In Pietermaritzburg, the CSA Administration Building and the lecture venues are situated on 1 Golf Road. This is where Foundation students spend most of their time. Foundation students also use other venues at the University. The Biology Laboratory is situated on the Life-Sciences campus. The Physics and Chemistry laboratory is situated on the main campus. This means that students travel around the campus to attend lectures, tutorials and practicals.
Foundation students also go to other buildings mainly on the main campus for information or services. These include the library, Risk Management Services, Information Technology Division, Student LANS, Campus Clinic, Student Housing, Financial Aid Offices, Student Fees, Sports Administration and sports facilities.
Both the support and the academic services for Foundation students are spread over the campus.
This requires that students have a level of fitness. The moving around in different venues for lectures also has to be done within a limited amount of time. One of the rules of Foundation Programme is that students will be locked out if they are late for lectures. Foundation students also have a very full timetable and sometimes going to the main campus to Student Fee etc to sort out administration duties may be problematic.
Both campus of the Foundation Programme is set in a beautiful surrounding, one being near the beach and the other near the Drakensberg. These locations help to emphasis the image of success for the students.
4.10.3.4 Promotion
The traditional promotional mix includes various methods of communicating the benefits of a service to potential consumers. Promotion includes advertising, sales promotion, public relations and personal selling (McColl et al., 1998, p.19). According to McColl et al. the promotion of services often needs to place a particular emphasis on increasing the apparent tangibility of a service (1998, p.20).
Promotions for the Foundation Programme include efforts by the University and specific efforts by the CSA. The University uses advertising, public relations and personal selling to promote all the courses offered. Much of the advertising is handled through the Public Affairs Division.
Advertising is done through newspapers, radio and posters.
The Schools Liaison Office implements a University-wide schools programme which compliments specific faculty and school initiatives. The primary task of this section is to promote undergraduate programmes to the schools’ community (University of KwaZulu-Natal, 2004a, paragraph 1).
The CSA also has some strategies in place for its own promotion which focuses on reaching its specific target market. Reaching the target market of the CSA is not an easy task as many do not have televisions or radios nor do they read the newspaper. This is especially applicable to those who live in rural areas. Many of the parents are also not educated. From a survey done with students in the CSA it was found that the most appropriate way to reach the target market is by a current or ex- student from the programme or a university staff member going and speaking to the students at their schools and therefore much effort is made in this regard (Centre for Science Access, 2011c, p4).
The CSA calls on current and ex-students to give presentations about the access programmes at their previous schools during the winter vacation. Students are given training on how to do this and give a package of information and forms for each school. Principals of these schools are required to complete an evaluation which gives feedback to the CSA and helps them improve this strategy. In addition, a marketing assistant has been employed to go out to the schools that are not covered by the students. On regular occasions staff of the CSA address learners in a variety of events such as career days, community events and at certain schools themselves. Word-of-mouth advertising (Kotler and Armstrong, 2004, p. 476) by students, their families and members of the public also helps creates awareness of the CSA. Advertisements are placed in the CAO handbook which goes out to all applicants. The CSA has a variety of posters and pamphlets which are used to advertise the programme. The CSA has also produced its own DVD. Applicants from the target market who
have been not been accepted for Engineering, Medicine, Health Sciences and general sciences degrees are also invited to apply for the programme. The CSA tries to continually review these strategies to make them relevant to its target market. One of the ways this is done is to check how the current students heard about the programme. An unknown area pointed out by the CSA Head, Dr Joseph Kioko (Kioko, 2008) is that they don’t know how many students could have come into the Foundation programme even though they are aware of it and what would have been the reason for them not coming. In other words are there learners who are aware of the CSA but who choose not to apply?
The Promotion of the CSA aims to help its target market see that they can have successful careers by completing the Foundation Programme.
4.10.3.5 People
According to McColl et al. (1998, p.20) for most services, people are a vital element of the marketing mix. People include all human actors who play a part in service delivery and this influence’s the buyer’s perceptions: namely, the firm’s personnel, the customer, and other customers in the service environment (Zeithaml and Bitner, 2003, p.24).
In Foundation Programme the people include the university staff involved in the service delivery, both academic and support staff. The staff are from many departments within the university.
External to the university are staff who also play a role in the service delivery, for example staff from the Central Applications Office. Prospective and current students also impact the service delivery.
People play an important role in the service mix. Having internally renowned faculty teaching courses is not sufficient for gaining competitive advantage (Shaik, 2006, paragraph 16). Shaik states that quality teaching has to be supplemented by quality supporting services by staff with a marketing attitude to maintain long-term relationships with the students. Implementation of relationship marketing requires a dedicated staff with a service attitude of mind, a good physical or virtual environment and well managed service processes (Shaik, 2005, paragraph 16).
The CSA and UKZN has a number of initiatives for staff recruitment and development. By doing this the image of success is once again being strived for.
4.10.3.6 Physical Evidence
According to Zeithaml and Bitner (2003, p.25) physical evidence refers to the environments in which the service is delivered and where the firm and customer interact, and any tangible components that facilitate performance or communication of the service.
The physical evidence for Foundation in Pietermaritzburg includes the buildings and grounds of the University, sports and recreational facilities, library, lecture rooms, laboratories, the CSA Administration building. Lecture notes and student cards also form part of the physical evidence.
The campus and buildings of the University of KwaZulu-Natal are continually maintained. These help promote the image of success for the student.
4.10.3.7 Process
Process decisions affect how the service is delivered to consumers. Process refers to the actual procedures, mechanisms, and flow of activities by which the service is delivered (Zeithaml and Bitner, 2003, p.25).
Prospective Foundation Programme students are required to apply to the Central Applications Office. They are then sent information about the entrance tests by the CSA Faculty and Administrative staff. Once this has been done they write the CSA entrance tests. Selection takes place. Students are then informed of the outcome of their application. They are then required to accept the offer of a place. Once students have accepted their place they are sent information about the university and CSA orientation and registration. Attendance at the university orientation is voluntary but compulsory for the CSA orientation. Students also need to attend registration.
If a student is offered a financial aid loan they are also required to complete the financial aid application form. The application is first checked by the CSA Administration and then processed by Financial Aid Services. Students are then informed of their eligibility for the loan and in some case the amount of the family contribution. Students are then required to complete a loan agreement form.
If a student is offered a place in university residence they are required to complete an acceptance form for the residence. They are also advised when they are allowed to take up occupancy in the university residence.
Once the registration and orientation have been completed students are provided with timetables and are required to attend lectures for both semesters. Throughout the year a number of tests are written and a final examination in November which determines whether they can continue with a science degree or not.
Therefore it can be seen that the service marketing mix for the Foundation Programme is unique and different to mainstream courses.
The image the CSA would like its target market to have of the Foundation programme is one of success (Kioko, 2008). It would be valuable to the CSA to know how it is positioned in the minds of its target market and whether there is alignment with what they are trying to portray. This study aims to identify the image that the target market has of the Foundation programme.