1、<p><b>　　河北科技師范學(xué)院</b></p><p>　　本科畢業(yè)論文（設(shè)計(jì)）外文翻譯</p><p>　　在線招聘教師：市場(chǎng)營(yíng)銷(xiāo)策略和信息</p><p>　　院（系、部）名 稱 ： 商務(wù)管理系 </p><p>　　專 業(yè) 名 稱： 人力資源管理 &l

2、t;/p><p>　　學(xué) 生 姓 名： 魏翠影 </p><p>　　學(xué) 生 學(xué) 號(hào)： 9110080118 </p><p>　　指 導(dǎo) 教 師： 欒向晶 </p><p>　　2012年01月06日</p><p>　　河北科技師范學(xué)院教務(wù)處制<

3、;/p><p>　　Recruiting Teachers Online: Marketing Strategies and Information</p><p><b>　　Summary</b></p><p>　　A review of the websites of 43 UK-based agencies that are recrui

4、ting teachers in South Africa and other countries finds that important information about what to expect often is missing. An analysis of the marketing strategies shows that agencies overall are promising schools thorough

5、 vetting of candidates and low fees, are promising prospective teachers good pay while inviting them to imagine an exciting life outside the classroom, and are assuring both that the agency can make the “right” match<

6、/p><p>　　Online teacher-recruitment agencies are competing vigorously in a globalized market-place to match schools’ needs to “cover” classes with young teachers’ desires to spread their wings, and earn more mo

7、ney, in new and exciting places. By all accounts, this industry is thriving, especially in large “receiving” countries like the United Kingdom (UK). However, many overseas-trained teachers report that they are not well i

8、nformed about the challenges awaiting them at typical inner city London schools</p><p>　　Direct marketing campaigns on university campuses are one of many strategies agencies use to recruit teachers, but the

9、se information sessions are generally very superficial. Prospective teachers therefore must rely on agency websites to obtain accurate and complete information before deciding to enter into an agreement. This study conse

10、quently is focused on primary questions: </p><p>　　1.What information are UK-based recruitment agencies seeking overseas-trained teachers providing on their websites?</p><p>　　2.What online mark

11、eting strategies are these agencies using?</p><p>　　To address these questions, we reviewed the websites of 43 teacher-recruitment agencies selected on the basis of: (1) having a head office in the UK, and (

12、2) recruiting overseas-trained teachers, including South Africans. We focused on South Africa ,because it is the main sending/resource country of teacher recruits to the UK. The sections that follow provide an overview o

13、f teacher migration from South Africa to the UK, a more detailed description of the study, observations about the websites an</p><p>　　Methodology</p><p>　　To ascertain the completeness of the i

14、nformation provided and the marketing strategies employed by UK-based agencies recruiting teachers online, we reviewed 43 websites,completed checklists for each with qualitative as well as quantitative data, then summari

15、zed the data on a spreadsheet and a comment sheet. The 52-item checklists were used to profile each agency, to record website content, and to summarize the “selling points”or “pitch” the agency made to both schools and t

16、eachers. For each agen</p><p>　　Findings and discussion</p><p>　　In July 2002 the DfES introduced a voluntary code of conduct for agencies involved in the recruitment of teachers. The Department

17、, in conjunction with the Recruitment and Employment Confederation (REC) (a trade association for employment agencies), awards a Quality Mark to agencies that adopt this code and pass an independent inspection and assess

18、ment. According to the REC website, agencies with the Quality Mark have met minimal standards related to methods of recruiting and interviewing teacher</p><p>　　Just over half of the agency websites (56%) pr

19、ovided the date the agency was established. Most were established between 1993 and 2004. This is not surprising since the UK suffered a crucial teacher loss in the late 1990s and early 2000s. Only 22 of the websites indi

20、cated when they were last updated. As of April 2008, only six (14%) had been updated to 2008. The others were outdated. One was last updated in 2000, one in 2005, three in 2006, and 10 in 2007. Eighteen of the recruitmen

21、t agencies pro</p><p>　　Vetting procedures</p><p>　　Almost three-quarters (74%) of the websites informed teachers that they would need a teaching qualification and criminal record clearance to t

22、each abroad (Table 1).Seventy-two percent provided information about UK entry requirements, 70% made reference to a face-to-face interview, 67% assured potential clients that teachers’references would be checked, and 53%

23、 asked teachers for a CV (Table 1). Very few agencies included advice on writing a CV (19%) or interviewing (16%). Fewer than half the web</p><p>　　UK education system and teaching support</p><p&g

24、t;　　More than half the websites (60%) included useful educational links (Table 2). Overseas-trained teachers are regarded as unqualified teachers in the UK and receive a lower salary than teachers with QTS. However, only

25、 42% of the agencies advised applicants about the importance of obtaining QTS for a permanent position. Only 18 websites (42%) spelled out the acronyms they used, which undoubtedly confuse applicants unfamiliar with the

26、terminology.</p><p>　　Recommendations and conclusion</p><p>　　As we said, we did not set out to resolve the question of whether South Africans should be recruited to teach in the UK or of whethe

27、r online recruitment is desirable, but rather to understand how teachers are being recruited. Marketing professors Philip Kotler and Gary Armstrong (2006, 6) advise agencies as a first step “to understand customer needs

28、and wants and the marketplace within which they operate.” Assuming the online teacher-recruitment agencies have done this homework, their assumption</p><p>　　We therefore offer this recommendation to teacher

29、s seeking to affiliate with an online teacher-recruitment agency: Study the websites of agencies with the Quality Mark before considering teaching in the UK. These websites are more complete and informative than the webs

30、ites of agencies without the Quality Mark. For the online teacher-recruitment agencies, we also have some recommendations, based on a concern for the well-being of the teachers: </p><p>　　1.Apply for the Des

31、 Quality Mark if you do not have it, and reapply before it expires if you do.</p><p>　　2.Ensure that your website is updated at least once a year.</p><p>　　3.Provide updated pay scales for perma

32、nent and supply teachers, with and without QTS.</p><p>　　4.Provide adequate information about the costs of living in the UK, about teaching and social support, and about the UK education system.</p>&

33、lt;p>　　5.Consider adding English proficiency and at least one year’s teaching experience as criteria in the vetting of teachers.</p><p>　　6.Include email addresses of teachers whose testimonials are quote

34、d, if possible, so that prospective applicants can contact them.</p><p>　　在線招聘教師：市場(chǎng)營(yíng)銷(xiāo)策略和信息</p><p><b>　　概要</b></p><p>　　在回顧了南非和其他國(guó)家基于網(wǎng)站的43個(gè)機(jī)構(gòu)招聘老師的情況時(shí)，發(fā)現(xiàn)了一個(gè)重要的信息：期望越大往往是流失

35、越嚴(yán)重。營(yíng)銷(xiāo)策略的分析表明未來(lái)的學(xué)校實(shí)現(xiàn)徹底審查候選人和低收費(fèi)是有希望的。未來(lái)教師的高薪水而令他們想象一個(gè)令人興奮的課堂外的刺激的生活也是可以實(shí)現(xiàn)的,并且保證該機(jī)構(gòu)的正確配置。本文的結(jié)論是為這些招聘機(jī)構(gòu)提供一些建議。</p><p>　　在線教師招聘公司在國(guó)際化市場(chǎng)環(huán)境下正在展開(kāi)激烈的競(jìng)爭(zhēng)。去配合學(xué)校需要“蓋”課青年教師的愿望：在新的和令人興奮的地方，展開(kāi)翅膀，賺更多的錢(qián)。根據(jù)大家的說(shuō)法,這個(gè)行業(yè)目前很盛行,特別

36、是在大的“接收”的國(guó)家,如美國(guó)(英國(guó))。然而,許多海外培訓(xùn)學(xué)校的教師報(bào)告說(shuō),他們并沒(méi)有被告知出國(guó)后所面臨的挑戰(zhàn)，尤其是在典型的內(nèi)城倫敦的學(xué)校。(24小時(shí)新聞。Mulvaney調(diào)查了100名在倫敦教學(xué)的南非人，發(fā)現(xiàn)超過(guò)半數(shù)的人(54%)覺(jué)得他們是被誤導(dǎo)或者沒(méi)有被告知學(xué)校的真實(shí)狀況。一個(gè)在線招聘教學(xué)代理公司的人員,明確地警告說(shuō),教師——不要讓她的老公知道了!教師招聘行業(yè)的競(jìng)爭(zhēng)很激烈。無(wú)論出于何種原因,招聘機(jī)構(gòu)正在開(kāi)展激烈的競(jìng)爭(zhēng)，并非所有的顧

37、問(wèn)群的機(jī)構(gòu)在開(kāi)展業(yè)務(wù)時(shí)都考慮到教師的最大利益。本文研究的目的在于將努力使這些教師意識(shí)到那些潛在的障礙，盡可能確保他們?cè)谌魏螘r(shí)候都不利用和接受那些錯(cuò)誤的建議。</p><p>　　在大學(xué)校園里許多策略機(jī)構(gòu)有直接營(yíng)銷(xiāo)活動(dòng)用來(lái)招募老師,但是這些信息課程一般都是非常的膚淺的。因此,未來(lái)的教師必須依靠代理網(wǎng)站取得精確而完整的資訊來(lái)決定是否簽訂協(xié)議。該研究因此主要集中在以下問(wèn)題:</p><p>　　

38、1.職業(yè)中介公司在網(wǎng)站上尋求海外培訓(xùn)的教師是基于提供什么樣的信息?</p><p>　　2.這些機(jī)構(gòu)使用了哪些在線營(yíng)銷(xiāo)策略?</p><p>　　為了解決這些問(wèn)題,我們回顧了43個(gè)的在線招聘網(wǎng)站機(jī)構(gòu)曾經(jīng)決策的依據(jù):(1)有一個(gè)總部設(shè)在英國(guó)的公司(2)以南非為例招聘在線培訓(xùn)教師。我們的重點(diǎn)集中在南非因?yàn)樗亲钪饕呐汕步處熧Y源到英國(guó)的國(guó)家。后面的部分概述從一個(gè)更詳細(xì)描述的研究中觀察到的，有關(guān)

39、教師招聘機(jī)構(gòu)的教師從非洲南部移民到英國(guó)的，網(wǎng)站和在線營(yíng)銷(xiāo)的戰(zhàn)略。并且提供一些建議。我們的目的不是研究南非是否應(yīng)該派遣教師去英國(guó)或者對(duì)于被派遣教師這件事進(jìn)行評(píng)判而是提高人們關(guān)于在線招聘教師的意識(shí)。</p><p><b>　　方法論</b></p><p>　　為確定所提供的信息和總部位于英國(guó)的機(jī)構(gòu)招聘教師網(wǎng)上營(yíng)銷(xiāo)策略的完整性，我們回顧43個(gè)網(wǎng)站，用定性以及定量的數(shù)據(jù)統(tǒng)

40、計(jì)每年完成的清單，然后總結(jié)試算表和意見(jiàn)表上的數(shù)據(jù)。用來(lái)分析各機(jī)構(gòu)，記錄網(wǎng)站的內(nèi)容，并總結(jié)的“賣(mài)點(diǎn)”或“間距”的機(jī)構(gòu)向?qū)W校和教師的52個(gè)項(xiàng)目的清單。對(duì)于每一個(gè)機(jī)構(gòu)，我們考察它是否有部教育和技能（技能部）質(zhì)量標(biāo)志（如下所述），當(dāng)它成立時(shí)，其內(nèi)容是否在網(wǎng)站上進(jìn)行了更新，以及是否有海外辦事處。我們記錄了各機(jī)構(gòu)的申請(qǐng)和審批程序，它向?qū)W校收取的費(fèi)用，以及給教師的工資和特別優(yōu)惠的信息。我們也期待看到相關(guān)的信息提供有關(guān)在英國(guó)生活，英國(guó)的教育系統(tǒng)，有關(guān)為

41、teaching.Under審批程序的支持，我們的面試程序，教學(xué)資歷，教學(xué)經(jīng)驗(yàn)，英國(guó)的入學(xué)要求的信息，以及需要醫(yī)療申報(bào)和清除犯罪記錄的信息。我們還看了履歷（CV）和裁判員的要求。在薪酬制度下，我們考察規(guī)模，季節(jié)性工作，工時(shí)，退休金計(jì)劃的信息，并提供提供金融援助和稅務(wù)咨詢。在英國(guó)教育系統(tǒng)中，我們看到有關(guān)的工種，“優(yōu)質(zhì)旅游服務(wù)”計(jì)劃，文化多樣性，特殊的教育需求以及英語(yǔ)為其他語(yǔ)言，學(xué)校類型，學(xué)校的支援人員，英國(guó)國(guó)家課程，法律保護(hù)，評(píng)估，和關(guān)鍵

42、的信息學(xué)校</p><p><b>　　結(jié)果和討論</b></p><p>　　本文介紹了2002年7月, DfES引進(jìn)了一種自愿參與在線招聘老師的王凱的行為準(zhǔn)則機(jī)構(gòu)。部門(mén)對(duì)于招聘和就業(yè)的聯(lián)邦(運(yùn)動(dòng))(就業(yè)機(jī)構(gòu)貿(mào)易協(xié)會(huì))的一個(gè)質(zhì)量分?jǐn)?shù)獎(jiǎng)機(jī)構(gòu)，進(jìn)行獨(dú)立的檢查和評(píng)估。根據(jù)我們網(wǎng)站機(jī)構(gòu)的質(zhì)量采用這個(gè)標(biāo)準(zhǔn)去制定關(guān)于教師招聘、面試的方法和監(jiān)測(cè)他們表現(xiàn)的最低標(biāo)準(zhǔn),并且已經(jīng)顯示出“

43、他們的表現(xiàn)維持在教學(xué)領(lǐng)域變化的前沿。機(jī)構(gòu)也必須承諾老師完成他們?cè)谧约簢?guó)家這學(xué)期的教學(xué)任務(wù),匯報(bào)我們每年招募老師的數(shù)量,并在評(píng)論319招聘活動(dòng)計(jì)劃時(shí)通知相關(guān)的目標(biāo)國(guó)家。你能應(yīng)付嗎?許多老師不能。高度挑戰(zhàn)性的行為——因此,教學(xué)管理是第一個(gè)關(guān)鍵技能需要。盡管如此，該規(guī)則的例外之處在于,在線教師招聘機(jī)構(gòu)正在向?qū)W校推銷(xiāo)一種低成本、少麻煩的“方法”來(lái)解決老師短缺的問(wèn)題。同時(shí),在大多情況下,鼓勵(lì)教師看到第一步充滿旅行和冒險(xiǎn)的生活。</p>

44、<p>　　剛好超過(guò)半數(shù)的代理網(wǎng)站（56%）提供的機(jī)構(gòu)成立日期。大多數(shù)建立在1993和2004年之間。這并不奇怪，因?yàn)橛?guó)上世紀(jì)90年代末和本世紀(jì)初出現(xiàn)了嚴(yán)重的教師缺失。只有22家的網(wǎng)站表示，他們的信息是最近更新的。截至2008年四月，只有六個(gè)（14%）已更新到2008年。別人的都過(guò)時(shí)了。一個(gè)最近更新于2000，一個(gè)最新信息更新于2005年，三個(gè)更新與2006年，10個(gè)更新于2007年。十八家網(wǎng)站的招聘機(jī)構(gòu)提供的信息，在其

45、他國(guó)家，主要是澳大利亞（17個(gè)辦事處），南非（12個(gè)辦事處），新西蘭（10），加拿大（7）和美國(guó)（3個(gè)辦事處）。十列機(jī)構(gòu)三至四個(gè)海外辦事處。</p><p><b>　　審核程序</b></p><p>　　近四分之三（74%）的網(wǎng)站，他們將需要了解教師教學(xué)資格和清除犯罪記錄國(guó)。百分之七十二提供了有關(guān)英國(guó)的入境要求，70%參考了面對(duì)面的采訪，67%向潛在客戶，teac

46、hers'references進(jìn)行了調(diào)查，以及53%問(wèn)及老師簡(jiǎn)歷。極少數(shù)機(jī)構(gòu)包括19%的書(shū)面意見(jiàn)簡(jiǎn)歷以及16%的面試。不到一半的網(wǎng)站（42%）列出的“宣言”一部分的審批程序，建議教學(xué)經(jīng)驗(yàn)是必要的占28%，或認(rèn)為有必要精通英語(yǔ)的占到16%。</p><p>　　英國(guó)的教育制度和教學(xué)支持</p><p>　　一半以上的網(wǎng)站（60%）包括有用的教育環(huán)節(jié)。海外培訓(xùn)的教師被視為不合格的教師，

47、在英國(guó)接受比沒(méi)有培訓(xùn)過(guò)的教師更低的待遇。然而，只有42%的機(jī)構(gòu)告知申請(qǐng)人的重要性，獲得優(yōu)質(zhì)旅游服務(wù)一個(gè)永久性的職位。只有18個(gè)網(wǎng)站（42%）闡明了他們使用的縮略語(yǔ)，這毫無(wú)疑問(wèn)是申請(qǐng)人熟悉的術(shù)語(yǔ)。</p><p><b>　　建議與結(jié)論</b></p><p>　　正如我們所說(shuō)的,我們沒(méi)有著手解決是否南非教師應(yīng)該被招募來(lái)英國(guó)或是否在線招聘是需要的問(wèn)題,而是要了解教師正在

48、被招募。營(yíng)銷(xiāo)教授菲利普和加里·阿姆斯特朗建議機(jī)構(gòu)首先去了解顧客的需求和市場(chǎng)的運(yùn)作。如果在線教師招聘機(jī)構(gòu)已經(jīng)做好這種準(zhǔn)備,他們關(guān)于顧客需求的假設(shè)是清晰的：學(xué)校需要教師們能做這項(xiàng)工作并且不會(huì)引起任何問(wèn)題或成本太高。老師要就業(yè),最好學(xué)校能夠提供機(jī)會(huì)和滿足基本工資的要求。毫無(wú)疑問(wèn),因此,許多機(jī)構(gòu)承諾學(xué)校能夠?qū)崿F(xiàn)自主選舉和低收費(fèi)。鼓勵(lì)教師想象一種高薪酬情況下的教室外面的興奮生活,并確保該機(jī)構(gòu)的正確配置。然而,正如阿姆斯特朗教授建議的了解

49、客戶的需求和了解市場(chǎng)運(yùn)作是不夠的。開(kāi)明的營(yíng)銷(xiāo)策略要求公司還要考慮包括消費(fèi)者和更廣泛的社會(huì)的長(zhǎng)期運(yùn)作?；谖覀兊?3個(gè)網(wǎng)站和回顧分析機(jī)構(gòu)的營(yíng)銷(xiāo)策略,決定如何做好短期的學(xué)校和教師的需要與需求匹配的工作。然而高效、“友好”的解決未來(lái)教師的需要過(guò)程需要得到適當(dāng)?shù)睦斫狻降仔枰獙W(xué)習(xí)國(guó)外的哪些東西。我們因此為教師提供這項(xiàng)尋求教師在線招聘代理的建議。在考慮到英國(guó)提供教育之前，運(yùn)用馬克質(zhì)量指標(biāo)研究機(jī)構(gòu)的網(wǎng)站的質(zhì)量發(fā)現(xiàn)：這些運(yùn)用指標(biāo)考核的網(wǎng)站比沒(méi)有考核

50、的網(wǎng)站更完整更有效。關(guān)于</p><p>　　1.如果你還沒(méi)有申請(qǐng)DfES馬上申請(qǐng),在申請(qǐng)后過(guò)期之前需要重新申請(qǐng)一次。</p><p>　　2.確保你的網(wǎng)站每年至少更新一次。</p><p>　　3.提供最新的教師長(zhǎng)期的支付標(biāo)準(zhǔn)和招聘的規(guī)模,招聘有或沒(méi)有其他的硬性規(guī)定。</p><p>　　4.提供足夠的關(guān)于在英國(guó)生活所需費(fèi)用、教學(xué)與社會(huì)支持

51、、了解英國(guó)的教育制度的信息。</p><p>　　5.在教師招聘過(guò)程中考慮，應(yīng)聘教師的英語(yǔ)水平和至少一年的教學(xué)經(jīng)驗(yàn)。</p><p>　　6.上市公司,提供電子郵件地址。如果可能的話,使?jié)撛诘纳暾?qǐng)者可以聯(lián)系他們。</p><p>　　意見(jiàn)與反饋 選擇有道專業(yè)翻譯，獲得更專業(yè)的翻譯結(jié)果。 </p><p>　　原文出處：Rian de Vill