A conceptual framework for classifying and understanding relationship marketing in schools.

Abstract

Purpose – The purpose of this paper is to develop a conceptual framework that provides insight and aids understanding of the complex array of relationships schools have with individuals, organisations and other entities. Design/methodology/approach – The conceptual framework is drawn from the Relationship Marketing literature and applied to a school context in the UK. In doing so, it provides a simplified representation of the environment in which schools operate and a valuable classification structure for the many different relationships a school has. This framework will be of benefit to both academics and practitioners. Findings – The authors find that the relationships schools have can be classified within the conceptual framework. The framework aids understanding of the different relationships and provides insights into how these relationships can be developed and where value can be added. Application of the framework also highlights the complex nature of the relationships schools can have with others and the need to manage those relationships well. Research implications – The framework developed in this paper is conceptual and needs to be tested empirically. Originality/value – This paper responds to the call from Oplatka et al. (2004) to provide further research into the area of Relationship Marketing in the context of schools. It adds value by drawing together various aspects of Relationship Marketing, providing an analysis of their relevance to educational services marketing and identifying and applying a conceptual framework which classifies the relationships schools have with others. This paper provides important insights for those within schools who are responsible for the management of relationships with their organization and for others seeking to foster greater engagement with schools.