Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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Volume 3, Number 3, Winter 2008Article 080303FA003Applying Marketing Concepts toNon-Profit/Educational Organizations:The Youth Professional’s Responsibilitiesin Program Marketing & PromotionKeith G. DiemOregon State UniversityAbstract: The degree of participation in community-based youthdevelopment programs is typically affected by both the recruitment andretention of participants. A review of literature over more than fortyyears revealed the value of marketing and promotion to the viability of acompany, product, or organization and how it may contribute tocompany sales or an organization’s membership. This article is focusedon the application of marketing concepts to a non-profit organization oreducational program. Using a marketing approach to programdevelopment can result in improved program quality as well asincreased enrollment. Utilizing marketing activities such as needsassessment will aide in ensuring the program remains current inmeeting needs and interests of clientele, the community, and society.Promoting an accurate and relevant image is a key in making surepeople realize the value of your program.Theoretical BackgroundThe degree of participation in community-based youth development programs is typicallyaffected by both the recruitment and retention of participants. A review of literature over morethan forty years revealed the value of marketing and promotion to the viability of a company,product, or organization and how it may contribute to company sales or an organization’smembership. This article is focused on the application of marketing concepts to a non-profitorganization or educational program.Marketing has too often been equated with selling, promotion, advertising, public relations, andpublicity. Although these terms are related, they are not identical. The distinction betweenmarketing and selling is especially important to note. The sales concept is “a managementorientation that assumes that consumers will either not buy or not buy enough of the
organization’s ‘products’ unless the organization makes a substantial effort to stimulate theirinterest in its ‘products’.” In contrast, the marketing concept is “a management orientationthat holds that the key to achieving organizational goals consists of the organization'sdetermining the needs and wants of target markets and adapting itself to delivering the desiredsatisfactions more effectively and efficiently than its competitors” (Kotler, 1980).Marketing aims to meet customer/clientele needs and keep them satisfied, and thus wouldencourage customer loyalty to a product, or in this case, participant/member retention.However, the application of variables involved in a market mix (product, price, promotion, andplace) should also influence new participants in their decisions to join an organization. If themarket mix is right for them, they should be willing to enroll (Pride & Ferrell, 1985)."Promotion . . . is the communication function of marketing" (Engel, Warshaw, & Kinnear, 1983,p. 16). It "refers to communication undertaken to persuade others to accept ideas, concepts,or things." Pride and Ferrell (1985, p. 331) stated that "Several types of promotional methodscan be used to communicate with individuals, groups, and organizations" and that "When anorganization combines specific ingredients to promote a particular product, that combinationconstitutes a promotion mix for that product." They listed four major categories of promotionthat can be included in an organization's promotion mix: advertising, personal selling, publicity,and sales promotion. Within each category are a multitude of specific individual promotionalmethods available, from traditional mass media to emerging technologies such as web-basedmarketing, blogs, etc.The desired outcome of promotional activity is based on the hierarchy of effects hypothesis,where promotion works "to stimulate awareness, which leads to attitude change, which leads tobehavioral change." Thus, it "is basically a model of consumer response to promotional activity. . . [where] the consumer passes through the stages of awareness, knowledge (cognitive),liking and preference (affective), intention-to-buy or conviction, and purchase (behavioral)"(Engel, Warshaw, & Kinnear, 1983, p. 164). This is supported by models developed by Engeland Blackwell (1982) and Fishbein and Ajzen (1975).One aim of promotion is to communicate a favorable image of an organization (Pride & Ferrell,1985). Consequently, since Boyle and Brown (1964, p. 34) stated that "The image that peoplehave of an organization will determine, to a great extent, their participation [in it]," then thiswould involve not only an initial decision to join an organization, but also a decision to remain init, thus relating promotion to the aspect of retention as well as recruitment. Meenaghan (1995)stated “In an increasingly competitive marketplace, greater emphasis is being placed on brandimage development as the basis for consumer discrimination. Advertising has a central role toplay in developing brand image, whether at the corporate, retail or product level. It informsconsumers of the functional capabilities of the brand while simultaneously imbuing the brandwith symbolic values and meanings relevant to the consumer.”Even after years of research and practice to determine the most effective promotional methods,there appear to be no clear answers regarding this complex topic. Engel, Warshaw, andKinnear (1983, p. 379) described a factorial experimental design employed by Ford MotorCompany to compare sales in regions using various combinations of media in an advertisingcampaign. Ford reported that the data "revealed a definite relationship between advertisingand sales but no significant advantage for any of the media tested." A variety of other studies(Johnston, 1982; Lawson, & Dail, 1966; Marsh, & Knox, 1966; Scherer, 1980; Wilson, 1963)have reported mixed results of the success of specific promotional methods and/or their
Page 2 and 3: Winter 2008Volume 3 Number 3Editor
Page 5: Examining the Potential Unintended
Page 8 and 9: centered, multidisciplinary approac
Page 10 and 11: Volume 3, Number 3, Winter 2008Arti
Page 12 and 13: fostering skill learning and positi
Page 14 and 15: Table 1Participation in out-of-scho
Page 16 and 17: ResultsOur analyses were conducted
Page 18 and 19: watching TV, playing video games or
Page 20 and 21: Accordingly, this research augments
Page 22 and 23: Dotterer, A.M., McHale, S.M., & Cro
Page 24 and 25: A Descriptive View of the 4-H Club
Page 26 and 27: In this paper, the results of a cro
Page 28 and 29: section is a set of statements that
Page 30 and 31: Table 3Experience in the 4-H clubNo
Page 32 and 33: significantly higher than Caucasian
Page 34 and 35: p
Page 36 and 37: This study focused only on the 4-H
Page 38 and 39: Theokas, C., Lerner, J.V., Phelps,
Page 42 and 43: potential for reaching audiences, d
Page 44 and 45: Putting Marketing Concepts into Pra
Page 46 and 47: 2. Find out what others think about
Page 48 and 49: Diem, K.G. (1994). What do youth li
Page 50 and 51: Promoting Supportive Relationships
Page 52 and 53: focused on youth-adult relationship
Page 54 and 55: Conversely, more modern educational
Page 56 and 57: perhaps most importantly, the effic
Page 58 and 59: Organized youth programs, when stru
Page 60 and 61: likely to internalize the positive
Page 62 and 63: Ellis, J.M., & Caldwell, L.L. (2005
Page 64 and 65: Schweinle, A., Meyer, D.K., & Turne
Page 68 and 69: This study uses the “5 Cs” mode
Page 70 and 71: ResultsIn this analysis 48 codes we
Page 72 and 73: Table 3Inductive Codes Classified b
Page 74 and 75: CompetenceCompetence in organized s
Page 76 and 77: ecause of him (the coach)…. You d
Page 78 and 79: practices and competitions, the gir
Page 80 and 81: Eccles, J.S., & Gootmann, J.A. (Eds
Page 82 and 83: Smoll, F.L., & Smith, R.E. (2002).
Page 86 and 87: The present work builds upon that o
Page 88 and 89: MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
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Volume 3, Number 3, Winter 2008Arti
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Cronbach’s Alpha Score For Youth
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12 to 18 years old. Fourteen of the
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Therefore, there was a mixed relati
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Youth respondents identified two ob
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
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Parker, L. (1999). If all youth ser
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However, the literature is mixed in
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group was the quality of the progra
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Table 1Reasons for Non-Attendance:
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easons given was six. Sixty-three p
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The non-family-related activities t
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“Catch ‘Em Being Good:”An Ext
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In 2001, the WVUES received a schoo
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to leverage the resources of the co
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4. Most primary behavior incidents
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Recommendations for developing prog
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Cross-Cultural UnderstandingThrough
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that plague these nations such as p
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2003). Youth leadership training in
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• enable these young people to pa
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We believe that the USPORT program
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West Virginia’s Response to theRo
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Ensuring good oral health requires
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Table 1Correlations between Planner
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problems in this rural state…This
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vacuum. Determination of factors, a
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ReferencesBaldwin, C., & Caldwell,
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Purpose of StudyThe purpose of this
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Students in the High computer gamin
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Do Higher Levels of 4-H LeadershipA
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IntroductionEmotional Intelligence
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second section examined demographic
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a constructive manner. The group is
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differences in the scores for the 1
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Adaptability include “Reality Tes
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ReferencesAmerican Academy of Pedia
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Healthy Kids, Healthy Families:A Co
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and a half million U.S. youth (ages
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Families. In partnering counties, p
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Healthy Families was then offered a
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Kamberelis, G., & Dimitriadis, G. (
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Change It Up!What Girls Say About R
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In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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