3. Findings and conclusion

This part has two sections. In the first part, nine private high schools Web sites and Facebook pages data uses are interpreted and a model of marketing communication for institution that reflects their school culture is designed. In the last section, there is a conclusion part of this chapter.

#### 3.1. Findings

As mentioned earlier, nine private schools Web sites are analyzed by checking whether they give information about their education (as product), pricing, place (about their location), and the messages that they are using while they are reaching their target audience.

According to Table 3, among nine private schools, three of them perfectly give all detail information about their education system and their prices where four of them just give brief information about the courses without telling the education price that they are asking in their web sites.

Some web sites have some language option where some does not have. This contradicts because all these nine schools claiming that instead of mother language Turkish, they are highly emphasizing English language in their education system. Especially Necat British and English School of Kyrenia has no language option, all their information are only in English language; however in Northern Cyprus, mother language is Turkish and cannot be expected that everybody has English knowledge (Table 4).


When checking the schools Facebook usage, Yakındoğu College has no shared promotion or events video. They just post some events & activities pictures and some succeeded field pictures. No matter, they have 1322 followers and 1328 people liked their page, such that max liked picture was 71 people, which is about Yakındoğu championship in football; and 14 shared people and 82 people liked the post that is about their start of new education year.

Güvence No info No info No info No info No info No No

On the other hand, English School of Kyrenia and Necat British school cares about video's posts that all these videos are related with activities they perform and promotion video that express the school values, mission, and vision. For both schools, their promotion videos are viewed by 4800 people for Necat British and 9427 for English school of Kyrenia. In addition to this, when they are posting some posters and news, they get approximately 315 like (English

In Ted College Facebook page managed by school representative, the average liking rate is 20– 25 people from their posts. Most liked video was about Atatürk which was viewed by 1300 people. However, they are using their Facebook page efficiently by updating their post, caring and diffusing all the information about their school such as exam announcement, activities

school of Kyrenia) and 220 like (Necat British).

program, bus schedule, etc.

College Product

Girne American College

Doğa College

Levent College

Final college (education)

Very brief info about courses

Very brief info about courses

Very brief info about courses

Price Place Company

Show in map and given tel. no

and given tel. no

and given tel.

No info Show in map

no

No info Show in map and given tel. no

Few info not updated

Almost no info No info Show in map

Table 3. Private school's web page analysis in Northern Cyprus.

history(H) Mission(M) Vision(V) Staff(S) Forms(F) Language(l)

H: N M: N V: Y S: Y F: Y L: E&T

H: Y M: Y V: Y S: N F: Y L: E&T

H: Y M: Y V: Y S: N F: Y L: E&T

H: N M: Y V: N S: Y F: N

Events Press release Slogan and

http://dx.doi.org/10.5772/intechopen.71254

No info about NC campus

No info. No info. They use

Yes No No slogan

Yes Just what they prepare not published format

Developing Countries' Marketing Communication Role in School Culture

Few info about NC camp

logo

103

No slogan but use logo

They use their logo and slogan

their logo and slogan

but use logo


Table 3. Private school's web page analysis in Northern Cyprus.

3.1. Findings

web sites.

College Product

Yakındoğu \*Brief inf. about course \*No evaluation criteria \*No curriculum

> \*Perfectly explained each class course \*Full curriculum \*Grading criteria \*Activities explanation

> Perfectly explained each class course \*Full curriculum

TED Brief info about courses

English School of Kyrenia

Necat British Academy (education)

As mentioned earlier, nine private schools Web sites are analyzed by checking whether they give information about their education (as product), pricing, place (about their location), and

According to Table 3, among nine private schools, three of them perfectly give all detail information about their education system and their prices where four of them just give brief information about the courses without telling the education price that they are asking in their

Some web sites have some language option where some does not have. This contradicts because all these nine schools claiming that instead of mother language Turkish, they are highly emphasizing English language in their education system. Especially Necat British and English School of Kyrenia has no language option, all their information are only in English language; however in Northern Cyprus, mother language is Turkish and cannot be expected

> history(H) Mission(M) Vision(V) Staff(S) Forms(F) Language(l)

H: Y M: Y V: Y S: Y F: N L: E&T

H: Y M: Y V: Y S: Y F: Y L: E

H: Y M: Y V: Y S: Y F: Y L: E

H: Y M: Y V: Y S: Y F: Y L: E&T Events Press release Slogan and

No info. yes No

Yes Yes They use

Yes Yes No slogan

Yes Yes They use

logo

Slogan but use logo

their logo and slogan

but use logo

their logo and slogan

the messages that they are using while they are reaching their target audience.

Price Place Company

Show in map and given tel. no

Show in map and given tel. no

Show in map and given tel. no

No Info. Show in map and given tel. no

Full Info. All type pay

Full Info. All type pay

Full Info. All type pay

that everybody has English knowledge (Table 4).

102 Open and Equal Access for Learning in School Management

When checking the schools Facebook usage, Yakındoğu College has no shared promotion or events video. They just post some events & activities pictures and some succeeded field pictures. No matter, they have 1322 followers and 1328 people liked their page, such that max liked picture was 71 people, which is about Yakındoğu championship in football; and 14 shared people and 82 people liked the post that is about their start of new education year.

On the other hand, English School of Kyrenia and Necat British school cares about video's posts that all these videos are related with activities they perform and promotion video that express the school values, mission, and vision. For both schools, their promotion videos are viewed by 4800 people for Necat British and 9427 for English school of Kyrenia. In addition to this, when they are posting some posters and news, they get approximately 315 like (English school of Kyrenia) and 220 like (Necat British).

In Ted College Facebook page managed by school representative, the average liking rate is 20– 25 people from their posts. Most liked video was about Atatürk which was viewed by 1300 people. However, they are using their Facebook page efficiently by updating their post, caring and diffusing all the information about their school such as exam announcement, activities program, bus schedule, etc.


Girne American and Levent College seems that, school representative does not manage their Facebook pages. Thus, the audience (parents) while searching some school information for

Developing Countries' Marketing Communication Role in School Culture

http://dx.doi.org/10.5772/intechopen.71254

105

Doğa College has very few pictures about their schools; therefore with limited pictures, it is

Final College as a newest private school, had a school culture representation with the use of new media. They categorized their photos according to the activities and ceremonies. Therefore, according to visual representation of Final College, the target audiences have a chance to get an idea about the school culture. Since, they are posting frequently, they continue to keep

As it seen Figure 2: model of marketing communication for institution that reflects their school culture model, institution history, values, mission, vision, and slogan are the main elements that create school culture and this school culture reflected in the school activities, ceremonies, and their awards. While schools applying marketing communication, all their tactics should express their school culture. Hence, target audience should get that feeling and the information

As a conclusion, in the highly competitive business environment, the developing countries need to show more importance to have marketing communication tools to construct their school culture. If they are franchised or not, each private school should act or adapt their school culture locally to create a positive and successful school culture perception in terms of

their kids may not get a valid and reliable information about that schools.

Figure 2. Model of marketing communication for institution that reflects their school culture.

difficult to understand and differentiate this school from other colleges.

communication with target audience.

while using these mediums.

3.2. Conclusion

Table 4. Private school's Facebook page analysis in Northern Cyprus.

Figure 2. Model of marketing communication for institution that reflects their school culture.

Girne American and Levent College seems that, school representative does not manage their Facebook pages. Thus, the audience (parents) while searching some school information for their kids may not get a valid and reliable information about that schools.

Doğa College has very few pictures about their schools; therefore with limited pictures, it is difficult to understand and differentiate this school from other colleges.

Final College as a newest private school, had a school culture representation with the use of new media. They categorized their photos according to the activities and ceremonies. Therefore, according to visual representation of Final College, the target audiences have a chance to get an idea about the school culture. Since, they are posting frequently, they continue to keep communication with target audience.

As it seen Figure 2: model of marketing communication for institution that reflects their school culture model, institution history, values, mission, vision, and slogan are the main elements that create school culture and this school culture reflected in the school activities, ceremonies, and their awards. While schools applying marketing communication, all their tactics should express their school culture. Hence, target audience should get that feeling and the information while using these mediums.

#### 3.2. Conclusion

College Like & follow Visit Posts Video Picture Efficiency

Social R. Competition Activities Events

Activities Competition Recruitment Press R. Ceremonies Social R.P

Events Activities Competition Recruitment Press R. Ceremonies Social R.P

Seminar Celebration days (national or religion) Ceremonies Exam announ. Activities program announcement (TV program, bus schedule)

They have no official Facebook page, it seems an unprofessional like just having Facebook account, send people friend request instead of liking their pages. Therefore, most their posts are related with product or

976 (L) 11,260 (V) Just parents post some of their kid's activities, pictures, and they are posting when they visit school.

Within lecture hour Teachers in activities Exhibition Celebration

Seminar Celebration days (national or religion) Ceremonies Activities

No video 117 photos Not frequently

6 videos 134 photos Posts frequently

15 videos 2844 photos

(all categorized)

7 videos 223 photos Posts frequently

No video 13 photos Not frequently

3 videos 703 photos Posts frequently

post

Add their mission and their story in about part

post

Add their awards and mission in about part

Posts frequently Add their awards and mission in about part

Add their awards and mission in about part

People do not post location info when they go there

People do not post location info when they go there

769 (V) Events

3718 (V) Events

service announcement and are not related with school or education.

217 (V) Events

378 (V) Inside classroom

Yakındoğu College

English School of Kyrenia

Necat British

TED College

Girne American College

Doğa College

Levent College

Final College 1328 (L) 1322 (F)

104 Open and Equal Access for Learning in School Management

2303 (L) 2349 (F)

5617 (L) 5578 (F)

1851 (L) 1845 (F)

759 (L) 756 (F)

1561 (L) 1565 (F)

Güvence They have no official page in Facebook

Table 4. Private school's Facebook page analysis in Northern Cyprus.

As a conclusion, in the highly competitive business environment, the developing countries need to show more importance to have marketing communication tools to construct their school culture. If they are franchised or not, each private school should act or adapt their school culture locally to create a positive and successful school culture perception in terms of image. Decentralization of decision making mechanisms may create another asset for the schools to compete in different cultures. As being private schools in Northern Cyprus, they use a degree of marketing communication tools. For their future survivals, they should consider educational success, quality, learning, and assessments with the integrated educational tools and the use of marketing communication tools.

**Chapter 7**

**Provisional chapter**

**Risk Management Strategies in School Development**

Safety schools gain their quality of management by setting up strategies for risk management. The nature of safety schools relies on culture, management, and psychological guidance. In this respect, schools have intensified the need to concentrate on strategic planning for making school managements in quality context. The key term in quality for the school management is to focus on risk management. Risk management covers the potential pitfalls before facing threats. Therefore, strategy and policy establishment are important for managing the risks. In the first step, monitoring risks and examining opportunities and weaknesses are the major attempts to reach out quality. This research encapsulates examination of risk management in schools and current strategies and policies for the risks in the school cultures within qualitative nature. Experiences of headmasters and vice headmasters were gathered through interview. Thematic analysis was conducted to examine themes: culture of schools, strategy and policy of schools, and risk management. Research results revealed that headmasters and vice headmasters are aware of risk management. Schools are not enough to practice policies and strategies for establishing a school culture. It is seen that school culture and quality can be empowered

through setting risk management and setting further policies and strategies.

**Keywords:** risk, management, strategies, tolerance, education

**Risk Management Strategies in School Development** 

DOI: 10.5772/intechopen.70787

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution,

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

and reproduction in any medium, provided the original work is properly cited.

Safe schools develop risk management strategies and raise management quality. The nature of such schools is dependent on culture, management, and psychological guidance. In this respect, schools have to focus on strategical plans for quality management. For a school management, the basic terminology of quality focuses on risk management, which includes potential traps without facing threats. Therefore, forming strategies and policies is of crucial importance for

**and the Effect of Policies on Tolerance Education**

**and the Effect of Policies on Tolerance Education**

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.70787

Behcet Öznacar

**Abstract**

**1. Introduction**

Behcet Öznacar

### Author details

Anıl Kemal Kaya\* and Umut Ayman

\*Address all correspondence to: anil.kemal@emu.edu.tr

Faculty of Communication and Media Studies, Eastern Mediterranean University, Famagusta, Northern Cyprus, Cyprus

## References


**Provisional chapter**
