1、 外文翻译 原文 Core competence and education Material Source: Higher Education 40:247-258, 2000 Author: Gary Holmes Naisbitt and Arburdene 1986; Peters 1992). As part of the market search process, companies redefine, focus, invest in and exploit their cores as markets change and develop, often dispensing
2、with businesses and activities in which not they do not have sufficient strength or which are not sufficiently critical to their future (Lorenz 1992). Relationship marketing Relationship marketing is a development of traditional marketing based on the idea that customers who are satisfied with the r
3、elationship with the supplier, not just with the product or service, are more likely to stay with that supplier. Davies (1995) defines relationship marketing as the techniques for maximising ongoing customer relationships and repeat business. It is thus concerned with attracting, maintaining and in
4、multi-service firms building customer relationships (Berry 1999). Where relationship marketing is appropriate, its application has the effect of focusing the whole business on identifying, developing and meeting the needs of the customer. It involves identifying the sources of customer value and the
5、 market segments to which each applies, deciding how to provide that value, and maintaining customer satisfaction. The penalty for failure is not just a lost sale, but the loss of the opportunity to meet the future needs over the lifetime of that customer. The rewards of success are the increased pr
6、eferences of that customer for the range of solutions which the organization can offer. The implementation of relationship marketing carries the implication that the supplier provides a service which offers customers a set of promises concerning the goods or services supplied, including cost, qualit
7、y, availability and other characteristics. The customer in turn enters into a set of promises about his commitment to the relationship. Both parties will benefit by developing and deepening the relationship over time (Grosnroos 1999). It is linked with the best total solution approach to business st
8、rategy proposed by Treacy and Wiersema (1995), rather than best price or best product. Relationship marketing is appropriate where a user has a continuing or periodic need for a service and when the customer selects from alternative suppliers, especially where personal service is important. These ch
9、aracteristics may all be postulated as applying to education in the context of lifelong learning. Core competence and the structure of eduation Educational core competence is one of a range of concepts that deal with the idea of essential skills to support personal development, employability and soc
10、ialisation. There is a significant literature on the meaning of the various concepts, and on the composition and acquisition of the skills or competencies concerned. Rather than extend this debate, this article applies the management and economic concept of core competence to post-compulsory educati
11、on. The notion of the market as a search process suggests that individual educational institutions should be allowed to determine their core competence and develop a business strategy accordingly. Educational theory guides the identification of core competence based on products, but is not the only
12、valid approach. The management concept of core competence suggests that educational institutions should focus on developing a relationship with students rather than supplying a single course of study. By providing the best total experience, institutions will create an opportunity to develop solution
13、s to the future learning needs of each student. The meaning of core competence for educational institutions has implications for the structure of education. The concept and its implications for business strategy influence, if not determine, which categories or types of activity should or could be gr
14、ouped in one institution and which characteristics might form the basis of divisions between institutions. Focusing on accreditation as the educational core competence suggests a structure comprising an accrediting institution and a network of providers. Such a network might use a market test to sel
15、ect the optimum way to provide support and other non-educational activities, including administration, finance, student services and other support activities. Thus network relationships may include franchising, partnerships and other forms of association (Naisbitt 1997; Kelly 1997). Some institution
16、s may seek wide powers of accreditation, up to all aspects of post-compulsory education. Others might develop a business strategy based on a particular type of accreditation, for example the skills of a particular profession. The availability of all educational requirements within one institution ma
17、y help maintain standards, improve access and facilitate lifelong learning. In selecting lifelong learning as the second principle on which a new model of higher education might be built, McNair (1997) suggests that we must assume that most of those who complete their initial experience of higher ed
18、ucation will return. . . or at least undertake learning at that level independently. An institution able to accredit all the learning an individual might require has an opportunity to develop a customer for education, rather than selling a course (Davies 1995). Such a situation would have advantages
19、 to both students and providers, as the literature of lifelong learning suggests. A provider of lifelong learning would effectively be basing their business strategy on a combination of accreditation and relationship marketing. Combining the educational (product) approach which identifies accreditat
20、ion as the core competence with the business strategy approach of mass customisation and relationship marketing provides a view of educational institutions as packaging the transfer of skills to facilitate the empowerment of individuals to acquire information, turn it into knowledge and apply that k
21、nowledge to answer important questions. Such a view is consistent with, if not at the heart of, the aim of lifetime learning. To follow such a strategy, an institution needs the flexibility to encompass a range of learning provisions and to develop that range in partnership with those who use its se
22、rvices. Such an approach has far reaching implications for the structure of education, the role of government and the regulatory mechanism. There remainsa question whether, given the historical hierarchical nature of education, an educational institution which does not follow that hierarchy and choo
23、ses a different basis for its core competence can establish sufficient status to meet the perceived requirements of employers, potential students, and government. 译文 核心竞争力和教育 资料来源： 高等教育 40:247-258, 2000 作者： Gary Holmes Naisbitt Peters 1992）。作为市场调查的一部分，公司定义、专注、投资于开发其核心都作为市场的变更和发展，经常避免与那些没有高强度或非关键的商业和
24、活动进行合作（ Lorenz 1992）。 关系营销 关系营销是在传统营销的基础上发展而成的，它 基于这样一种理念 :顾客满意与供应商的关系 ,不仅是体现在 产品或服务 上 ,更 表现在与 供应商 保持长久联系。 Davies(1995)定义关系营销为“是一个尽量增大顾客群体同时维持好回头客的先进技术”。因此，关系营销所关心的问题是“吸引 ,维护和建立多功能的客户关系” (Berry1999)。 关系营销最 适 当 的 一面是它的应用效果 集中 于整个行业的识别、发展以及满足客户的需要。它 包括 了 识别顾客价值 的来源 及其市场部门的每个 领域的 应用 ,决定如何提供价值 ,维护客户满意度。
25、失败的惩罚不仅仅是 丧 失 一个 销售机会 ,还可能失去预测将来日常生活中消费者未来需求的机会 。 组织为消费者提供了大量的解决方案使得公司的 成功的回报 不断攀升 。 关系营销的实施 意味着供应商提供服务即 为客户提供一套 有关商品或服务的承诺 ,包括 了成本、质量、可用性等特点。与此同时，客户必须签订一份个人关系承诺保障的合同 。双方 将随着不断发展和与日俱增的亲密关系来提高彼此的利益（ Grosnroos 1999） 。 这是 Treacy 和 Wiersema(1995)推荐的商业策略最佳解决方案 ,而不是 “最好的价格”和 “最好的产品”。 当消费者长期或是周期性需要 服务时，又或是
26、消费者想选择性的挑选供应商，尤其是个人服务时，关系营销在此扮演了一个非常合适的角色。这些特征都可以假定作为终身学习内容的教育应用。 核心竞争力和教育结构 教育学的核心竞争力是 一系列概念中的其中一种，它是学习处理一些基本技能来支持个人能力、 就业能力 的提升 和社会化发展 。它是一门涵盖了各种概念和许多有关大家所关心的如何采集、获取技巧以及技能的文章的文学作品。它自身的真谛远远超过了争辩的意义，这篇文章可以运用于教育后教育学中核心竞争力管理与经济模块。 市场的概念当一个搜索过程表明单独教育机构应该被 确 定 允许 他们 自己 的核心能力， 同时相应地发展一项商业战略。教育理论指出可以根据产品来
27、识别核心能力 ，但是 这并 不是唯一 有效方法。核心能力的管理概念表明教育机构应该着重于发展与学生的 关系， 比以往提供一个单项研究课程来的更好 。通过提供 最好 的 总 结 经验 ，机构将创造一次机会开发每名学生将来学习需要的解答。 教育机构核心竞争力的意义对教育机构来说有着重要的影响作用。它的含义与潜在因素会影响到商业策略，如果商业策略一旦没有决定，原来活动事项的多个分组与分类将应该或可能被并为一组，其特征的形成则基于公司部门之间。 根据资 格认证来 作为教育核心能力 ， 建议包含一个授权机构和供应商的一个网络的一种结构。这样一个网络可能使用一次市场测试选择提供支持和其他非教育活动的最适宜
28、的方法，包括管理，财政，学生服务和其他支持活动。因此网络关系可能包括特许 专营 ，伙伴关系和其他种类协会（ Naisbitt 1997 ；Kelly 1997）。一些机构不断 寻求 更广泛的力量，将教育逐步上升到义务教育后教育的所有方面。另外 可以根据专业的或特殊的资格认证来发展一种特有的商业策略，例如一种特别的职业 技能。 在一个机构中所有教育要求的可用性需帮助维持标准，改善访 问权限和促进终身学习 。 在一个新的高等教育模型即将被建立，同时选择终身学习作为人生第二原则之际， McNair(1997)建议“我们必须承担大部分那些已经完成他们最初 高等教育归来 的人或至少是 那种 已有独立能力
29、着手学习的人 。 一个机构能授权个 人在发展一个客户时可能需要的所有知识 ， 而非销售这 课程 (Davies 1995)。 这样一个形势对 学生和供应商 有着极大的优势，正如涉及终身学习 文学所建议的一样。终身学习的 供应商有效地在 他们的商业策略上结合了 水平鉴定和关系营销 。 教育 (产品 )相结合的方法 是以大规模定制产品的商业战 略为核心竞争力，来鉴定资格认证的方法，关系营销提供了教育机构的一个见解即包装的运输技巧有利于个人使用自己的权利去获取信息，把它转化为知识来运用，因为这些信息有着很强的说服力。一致坚持这样的观点 ，如果不在某事物的中心， 那么目标则在于终身 学习。 为了更好地发展这个战略，一个机构需要灵活地围绕 一系列的知识条款 来扩大使用这个战略的伙伴关系范围。 这样的方法 对教育结构 ,政府角色的定位和管理机制 有深远的影响。但 仍然存在着一个问题 ，考虑到教育的历史性 自然分层 ， 一个 教育 机构 不 会沿袭那种等级制度，而是为它的核心竞争力选择一个不 同的基础，从而建立起足够的状态来满足雇员需求，潜在的学生群体需求以及政府需求。
