Introduction
Healthcare marketing is a collection of strategic efforts by healthcare facilities, providers, and experts to advertise their services. The promotion of their services creates awareness and engages with clients and the larger society. The process involves several marketing channels and techniques to communicate the benefits of medical products, healthcare services and treatments. This literature review explores the impact of healthcare marketing strategies and techniques on the entire healthcare system.
The ever-emerging issues in life have highly affected the systems of healthcare. The emerging issues in the sector arouse some interest in studying the impact of marketing techniques. The evolutions in the sector have forced the introduction of healthcare marketing as a vital element in health brands. Healthcare needs unique marketing techniques that may only apply in some fields. It integrates concepts derived from social and classical marketing. The uniqueness of healthcare marketing reveals itself in the sense that some markets and services lack monetary equivalent (admin, 2022). The implication is that the effectiveness of the process is indicated by a healthy population, early detection of chronically sick people, treating the identified patients and undertaking social and professional reintegration. The frequent problems experienced in social health necessitated the adoption of marketing in healthcare.
Healthcare marketing is critical in assisting clinical professionals establish, communicate and offer value to their potential market. The current marketers give more attention to their clients than their products. This strategy ensures that a sustainable relationship is established with their customers, which may lead to high client satisfaction. Healthcare marketing presents clients with a wide range of products and services. Having several choices ensures that customers settle for the brand that effectively solves their problems. However, marketing health products may not match the actual demand for such services (admin, 2022). The consumer of the marketed services may not be the target of the process, and all potential customers may not be considered to need particular products. The implication is that healthcare marketing should be made customer-centred.
Healthcare marketing strategies improve the general wellness of a community. Healthcare services are provided in line with community expectations. The community becomes loyal to the products and utilizes the services when need be. Healthcare marketing encourages clinical systems to undertake further research and enjoy a good return on investment. The practice can also ensure that healthcare services reach many clients who become aware of the various products and services. Healthcare promotion increases awareness about health issues (Purcarea, 2019). The healthcare providers avail reliable information, endorsement of various treatments and national medical schemes that enhance medical campaigns. Healthcare marketing connects clients and healthcare organizations by sharing vital data about the available options for health services.
The importance and impact of healthcare marketing techniques in the clinical sector should be considered. In most cases, What the clients need does not match what health organizations provide. In such cases, marketing becomes a vital strategy to match administrative services with client needs. The chosen promotional tools have a great impact on the success of an organization in the health industry. Healthcare marketing is critical in bridging the gap between clients and medical services and disseminating data (Purcarea, 2019). If the marketing is done with good vigour, clients will feel persuaded to use the services of a given organization.
Healthcare marketing is crucial in the current century, where several health complications keep emerging. Doing it through social media can assist in reaching several members of the young generation. Convincing the youth to seek medical services from certain organizations would ensure they seek medical interventions early enough before symptoms become dominant. Most young people fail to seek healthcare services out of ignorance. Most of them need to be made aware that several options in the industry are willing to address their problems. The implication is that healthcare marketing can lead to a healthy young generation. A healthy generation means more productivity. There are several participants in the health industry (Rahman & Pribadi, 2022). The variety of providers forces each player to devise ways of marketing their services to reach as many customers as possible. Marketing healthcare services creates a chance to communicate with a wide audience and build a good relationships.
Medical facilities that embrace healthcare marketing enjoy a couple of benefits. The procedure enhances patient acquisition. They are better placed to attract new patients and expand the market of their health services. Healthcare marketing promotes brand awareness and establishes brand recognition among clients (Knott, 2020). A good healthcare marketing strategy establishes long-lasting relationships besides acquiring new clients. The process revolutionizes how clients seek healthcare services. Healthcare organizations can understand client preferences, needs and patient needs, assisting them in directing their efforts to the right audience.
When healthcare marketing is done properly, it can have an overall positive impact on an organization. Patient experience will be highly enhanced. The process keeps healthcare clients making smart and better decisions, enhancing outcomes for medical brands and patients. Healthcare marketing leads to a wide consumer base and retention of current customers, which promotes patient loyalty. The process increases the chances of referrals for local physicians and presents them as thoughtful professionals in the health industry (Gandolf, 2022). It improves an organization’s online image and assists in brand building. Healthcare marketing can be a great strategy for keeping an organization competitive and relevant.
Competition in healthcare is very in the current time. To remain unique in the industry, an organization must be creative in marketing. Uniqueness can only be acquired through healthcare marketing strategies. Marketing enables individuals to know the range of services a medical firm offers. Automatically, patients will choose the organization with greater clarity and visibility than the competition. Healthcare comprises a strong human component and promotes proactive well-being. The overall result of effective healthcare marketing is enhanced patient outcomes. The procedure assists in creating awareness concerning a brand (Bondarenko, 2023). Therefore, when appropriate marketing is done, it can save lives. Effective healthcare marketing enables an organization to retain patients, enhance the number of quality leads and increase income per patient. When done by the right people appropriately, marketing can lead to cost-effectiveness and more revenue.
Healthcare marketing enhances patient involvement and promotes the readiness of facilities to offer medical services. It educates ignorant clients and enables them to make critical health decisions (Bondarenko, 2023). The strategy can enable an organization to maintain regular patients and increases the chances of getting referrals from loyal clients. Healthcare promotion enables an organization to contribute meaningfully to the immediate community.
Conclusion
Healthcare marketing can make an organization relevant in the medical industry. The process ensures that the clients know the different products and services an organization offers. However, medical organizations must ensure that healthcare products and services are tailored towards meeting consumer expectations and not prioritizing profit making.
References
admin. (2022, June 13). Impact of Marketing Strategies in Healthcare Systems. MedicoReach. https://www.medicoreach.com/healthcare-marketing-strategies/
Bondarenko, A. (2023, February 20). The Impact of Marketing Strategies on Healthcare Systems – LearnWoo. https://learnwoo.com/impact-marketing-strategies-healthcare-systems/
Gandolf, S. (2022, May 25). 15 Healthcare Marketing Strategies to Attract Today’s Healthcare Consumer. Healthcare Success. https://healthcaresuccess.com/blog/healthcare-marketing/healthcare-marketing-strategy.html#:~:text=Whendoneproperlyhealthcaremarketing
Knott, J. (2020, September 5). Healthcare Marketing: Tips to Attract Patients (Case Studies). Intrepy Healthcare Marketing. https://intrepy.com/importance-healthcare-marketing
Purcarea, V. (2019). The impact of marketing strategies in healthcare systems. Journal of Medicine and Life, 12(2), 93–96. NCBI. https://doi.org/10.25122/jml-2019-1003
Rahman, A. N., NURYAKIN, & Pribadi, F. (2022). Effective Marketing Strategies in Health Services: Systematic Literature Review. Expert Journal of Marketing, 10(2). https://marketing.expertjournals.com/23446773-1007/
Why Is It Questionable To Refer To The Medieval Period As The ‘Dark Ages’? Free Essay
For centuries, the medieval period, which Is often referred to as the “Dark Ages,” has been used to illustrate a period of rational stagnation, backwardness, and lawlessness. However, it has been questionable over time to characterize the entire period on such grounds. Nevertheless, specific challenges existed, and so are significant differences related to other epochs; the medieval period witnessed the development and execution of various legal systems and mechanisms to maintain law and order. Due to such actions in the legal field, this paper is therefore much determined on matters “Dark stage” and exploring the intricate fabric of law and order that happened to be in place during the medieval period.
To begin with, the term “Dark Ages” came into existence during the Rebirth to contrast with their time’s perceived cultural and intellectual improvements. The medieval period, roughly from the 5th to the 15th century, was described by the Western Roman Empire’s fall leading to several successor states’ rise. (Kaufman et al,. 2020)However, the “Dark Ages” notion oversimplifies and overlooks this era’s complications and innovations. Contrary to the label “Dark Ages,” the medieval period significantly favored the emergence and evolution of legal systems that, as a result, served a crucial role in upholding social order. (Mühlfried, 2022) The feudalism system, a dominant structure then, was fundamentally based on a system of rights and commitment. The Lords, vassals, and serfs were destined by standard agreements and legitimate codes that administered their interactions. However, much hierarchical this system was, it extensively provided for stability as well as order in the early communities.
To add on the same, the influence of the Church played a substantial role in shaping legal norms, especially the introduction of Canon law, which was established and administered by the Church, and found a comprehensive legal framework governing various aspects of medieval life. The Church courts had their judges and procedures that, in turn, ensured the enforcement of these laws. Additionally, secular laws, such as the Visigoth Code, the Lex Salica, and the Magna Carta, contributed significantly to the legal field since they provided guidelines for governance and justice. (Kuskowski, 2022) After such laws and orders were formed, which were relatively significant in medieval communities, a need arose to maintain them for sustainability. To ensure compliance with the same, various policies were formulated to support them. Therefore, those who occupied the highest positions in society, like the Kings and lords, selected executives, such as the sheriffs, who were responsible for upholding the law and protecting their territories. They maintained the same through administering justice as well as collecting taxes. Apart from the legal personnel, the courts also served a crucial role in arbitrating disputes and enforcing laws.
To conclude, it is critical to identify the development and application of legal systems and mechanisms to maintain law and order. Feudalism, canon law, secular laws, courts, and dispute resolution methods were vital in ensuring social permanence and integrity. By understanding the difficulties of decree and order in the medieval period, one can, as a result, gain a much more nuanced viewpoint on this era.
Reference
Kaufman, A. S., & Sturtevant, P. B. (2020). The Devil’s Historians: How Modern Extremists Abuse the Medieval Past. In Google Books. University of Toronto Press. https://books.google.co.ke/books?hl=en&lr=&id=OMTnDwAAQBAJ&oi=fnd&pg=PP1&dq=Dark+Ages+came+into+existence+during+the+Rebirth+to+contrast+with+the+perceived+cultural+and+intellectual+improvements+of+their+time.+The+medieval+period
Kuskowski, A. M. (2022). Vernacular Law: Writing and the Reinvention of Customary Law in Medieval France. In Google Books. Cambridge University Press. https://books.google.co.ke/books?hl=en&lr=&id=bVKXEAAAQBAJ&oi=fnd&pg=PR11&dq=Additionally
Mühlfried, F. (2022). Ungovernance and Spiritual Feudalism in Northeast Highland Georgia. Caucasus Survey, 10(1), 25–42. https://doi.org/10.30965/23761202-20220006
A Critical Comparison Of Learning And Teaching Strategy Documents: University Of Glasgow And University Of Manchester Sample Paper
Abstract
The article analyzes Glasgow and Manchester’s learning and teaching strategies. It discusses changing knowledge views, the shift from teacher-centered to learner-centered education, and research-education trends. The paper analyzes these strategy documents and relevant research literature to determine how each embodies these themes and their ramifications for students, staff, universities, and society. The examination considers internal consistencies, educational concepts, feasibility, and stakeholder benefits. The analysis concludes the evidence, considering any limits or circumstances that may affect them. The study compares the University of Glasgow’s and Manchester’s learning and teaching methods. It illuminates how these strategies address educational trends and impact stakeholders’ educational experiences and outcomes.
Introduction
The research critically compares Glasgow and Manchester universities’ learning and teaching strategy documents. These UK universities were chosen for their prominence and diverse higher education views. Our analysis focuses on three main themes: changing knowledge views, the shift from teacher-centered to learner-centered education, and research-education interactions. We want to show how both colleges address these three currents by comparing their learning and teaching strategy documents. Shifting conceptions of knowledge examine how higher education and both institutions respond to changing knowledge. The second theme examines the change from teacher-centered to student-centered pedagogy and how each university improves learning. Finally, the final theme examines how colleges integrate research into teaching. Therefore, this critical examination aims to illuminate Glasgow and Manchester’s learning and teaching practices. We may better comprehend the varied techniques adopted by prominent UK institutions and contribute to the ongoing dialogue on higher education practices by evaluating their distinct perspectives on knowledge, educational methodologies, and the research-education nexus.
Knowledge evolution has changed how we see and learn. Abstract knowledge has given way to practical knowledge. However, this transition acknowledges practical application and bridges theoretical notions and their practical ramifications. Interdisciplinary and challenge-driven approaches have replaced restricted disciplinary approaches. Complex real-world problems require multidisciplinary collaboration and inventive solutions. Learner-centered education is another major change. These methods empower students as engaged learners. Learner-centered approaches encourage students to take control of their learning journey and customize educational experiences to their needs and interests. Teaching is also using cutting-edge research. The trend acknowledges research and education’s mutuality. It recognizes that incorporating the newest research findings into teaching can improve learning and expose students to current information and methods. Strategy documents can show how these currents are prioritized and assist stakeholders. Students, employees, universities, and society are stakeholders. We can support our claims and provide a complete assessment by analyzing relevant research literature and plan documents.
We shall define and describe each current in our analysis. We will then compare the portrayal in the two strategy documents. Therefore, this comparative research will show how much these currents are considered in the strategic strategies of individual institutions. We can assess the documents’ plans’ efficacy and inclusivity by evaluating students, staff, universities, and society. The examination examines how well strategy papers match the changing educational world. It will reveal whether these schools value student empowerment, multidisciplinary approaches, and research-based education. We will use a wide range of research literature and strategy papers to give a well-rounded analysis contributing to the continuing discourse on educational strategies and their effects on stakeholders and society.
Broad Current 1: Shifting Conceptions of Knowledge
Recent years have seen a movement from abstract to real-world knowledge and from disciplinary to multidisciplinary and challenge-driven approaches. The literature emphasizes these sub-currents’ impact on educational institutions. We will identify and characterize each sub-current based on study findings and examine how they are represented in the strategy documents of Glasgow and Manchester. Comparing their strategies will reveal any inconsistencies, strengths, or flaws. We will also examine how these techniques affect students, staff, universities, and society and if they are in their best interests. The shift from abstract to practical knowledge indicates a rising awareness of the value of practical education. Traditional educational programs generally concentrated on abstract concepts and theoretical frameworks that seemed distant from life. Modern research demonstrates that real-world learning experiences improve student engagement, motivation, and learning results.
Glasgow and Manchester’s plan documents recognize this sub-current’s importance. Glasgow University stresses active and interactive learning to give students real-world experience. Practical experiences, internships, and industry partnerships develop critical thinking, problem-solving, and creativity. Manchester University emphasizes real-world relevance to prepare students to solve global problems and improve society. These universities handle real-world relevance differently. Glasgow encourages students to apply their expertise to help local and global communities. However, Manchester University aligns its strategy with the UN’s Sustainable Development Goals to solve global issues. Both methods have merit, but the University of Glasgow’s focus on community engagement may help students connect with real-world challenges.
The second sub-current understands that difficult problems typically require multidisciplinary teamwork. Discipline limits problem-solving and inventiveness. Interdisciplinary techniques integrate information from other domains to solve problems. Glasgow and Manchester universities value interdisciplinary strategies. The University of Glasgow promotes transdisciplinary research and partnerships to address global issues. Manchester University promotes interdisciplinary collaboration and knowledge sharing across academic fields and with external stakeholders. These universities handle interdisciplinary collaboration differently. Glasgow’s strategy emphasizes interdisciplinary collaboration among teachers and students from diverse backgrounds. However, the University of Manchester encourages industry, government, and community engagement. Moreover, this larger approach may improve multidisciplinary solutions and help academia and society share knowledge.
These sub currents help students, as shown by their ramifications. Real-world relevance and multidisciplinary approaches can help institutions prepare students for job issues. Practical experiences and interdisciplinary collaborations teach students critical thinking, problem-solving, adaptability, and communication, which employers value. These strategies also affect university workers. Interdisciplinary teaching may require additional training and support for faculty. Collaboration across disciplines can lead to discoveries and inventions, creating a vibrant academic atmosphere. These techniques can boost universities’ reputations as schools that graduate problem-solvers. Universities can also get funds and resources for multidisciplinary research by building partnerships. These sub currents can also help institutions stay relevant in a fast-changing world by showing their dedication to generating graduates who can solve difficult social concerns.
University sub currents benefit society. Real-world knowledge and multidisciplinary skills help graduates address social issues, innovate, and contribute to their communities. Universities can help solve global concerns like climate change and social injustice through collaborative research and stakeholder involvement. In conclusion, knowledge is changing from abstract to real-world relevant and from disciplinary to multidisciplinary and challenge-driven. Although their approaches differ, Glasgow and Manchester universities recognize these sub currents. These sub-currents in university strategies benefit students, employees, universities, and society. Universities may help create a more informed, competent, and innovative society by preparing students for the world, encouraging multidisciplinary collaboration, and addressing global issues.
Broad Current 2: Teacher-Centered to Learner-Centered Education
The move from teacher-centered to learner-centered education has transformed education. The paradigm emphasizes student interaction, personalized learning, and autonomy. Therefore, according to extensive research, this current may benefit pupils and meet the needs of a fast-changing world. The investigation will explore how two famous universities, Glasgow and Manchester, have incorporated learner-centered approaches into their strategy documents. We compare their tactics to assess how well they serve students, staff, universities, and society. These strategy documents must thoroughly understand learner-centered approaches and provide clear implementation measures.
Learner-centered education is a recognition that traditional teacher-centered approaches may not suit the different demands of 21st-century students. According to research, learner-centered approaches improve student engagement and motivation, critical thinking and problem-solving skills, and learning outcomes. These methods attempt to create lifelong learners who can traverse an ever-changing information landscape by empowering students to participate in their education. Glasgow University’s strategic plan emphasizes learner-centeredness. It values diversity and student interaction in a friendly and inclusive learning environment. According to the text, students must develop transferable skills like critical thinking, creativity, and communication to succeed in the modern workforce. The institution also offers flexible and multidisciplinary programs for personalized learning. The University of Glasgow empowers students to shape their education through technology-enhanced learning and innovative teaching. The University of Manchester’s strategy paper emphasizes learner-centered initiatives for future-ready students. It highlights students’ need for subject-specific knowledge and transferrable abilities to succeed in a changing global world. The paper emphasizes the university’s commitment to an inclusive, supportive learning environment where diverse students can thrive. Manchester also promotes student-staff partnership and knowledge co-creation. Both universities emphasize learner-centered education, but their approaches differ. The University of Glasgow’s paper stresses personalized learning and multidisciplinary approaches. However, Manchester’s plan emphasizes student-staff co-creation and collaborative learning.
Both institutions prioritize students’ demands over other stakeholders. They seek to establish friendly and inclusive learning environments that empower students to participate in their education. The strategies emphasize staff participation and professional development to help educators apply learner-centered approaches. The documents also show that learner-centered education helps universities achieve reputation, research excellence, and societal impact. To assess the strategy papers ‘ comprehension of learner-centered approaches, active participation, personalized learning, and student autonomy must be addressed. Glasgow and Manchester realize the relevance of these factors and incorporate them into their strategies. The implementation procedures may vary in detail and clarity. These institutions must help instructors embrace learner-centered methods with real guidance and tools. In conclusion, teacher-centered to learner-centered educational approaches have gained traction to prepare students for a complex and fast-changing world. Glasgow and Manchester’s plan documents emphasize student-centered learning. While their policies differ, both institutions value students, staff, universities, and society. However, the comprehension and implementation processes should be improved. These institutions can apply learner-centered approaches and create a transformative learning environment that prepares students for success by refining their techniques and supporting educators.
Broad Current 3: Trends in the Relationship Between Research and Education
Research-based teaching approaches are changing the link between research and education. Research informs education, and education promotes research. Research and university strategy documents are needed to comprehend these developments. We will compare and contrast Glasgow and Manchester’s approaches to assess how much research is valued and integrated into teaching. By doing so, we may analyze the ramifications of these techniques for students, staff, universities, and society and determine whether this trend truly serves their interests. Higher education is increasingly emphasizing research integration. Research fuels innovation, discovery, and knowledge. Universities can provide a more complete and current education by incorporating research into teaching. This technique teaches Students critical thinking, cutting-edge ideas, and real-world applications. It also helps educators stay current and improve their teaching. The literature discusses universities’ research-education strategies. These tactics promote research-led teaching, research-intensive learning environments, and multidisciplinary cooperation. Research-led teaching incorporates research findings and methods into the curriculum to provide students with the newest in their disciplines. This method helps kids learn more and think critically.
Examine university initiatives to determine how much research is valued and integrated into teaching. Glasgow’s curriculum emphasizes research-led learning. In the university’s strategy paper, research-led teaching improves education and prepares students for careers. Research-inspired teaching fellowships pay and encourage educators to develop novel teaching approaches based on their research expertise. These activities show the university’s dedication to a dynamic learning environment that encourages research-based teaching. Manchester University emphasizes research-intensive learning. The university’s approach emphasizes research-education integration to improve the student experience. It encourages all students to participate in research and work with academics. The document promotes multidisciplinary research and collaborations. The University of Manchester aspires to prepare students for the future by promoting research and collaboration. Research-education integration affects many stakeholders. This strategy allows students to learn about the newest research, improve critical thinking abilities, and gain field-specific expertise. Instilling a research mindset and giving them research experience prepares them for future employment. Interdisciplinary interactions provide students with a broader perspective and marketable skills.
Research-education integration offers faculty and staff professional development opportunities. However, research helps them advance their fields. Using research findings, educators may create a dynamic and engaging learning environment that stimulates intellectual curiosity and critical thinking. Collaboration between faculty from diverse disciplines fosters idea-sharing and innovative research and teaching. Research-education integration can boost universities’ reputations and attract top personnel. Research-intensive universities attract students and faculty seeking intellectual growth and innovation. Universities may lead their disciplines and progress knowledge and society by prioritizing research-led teaching and fostering research-intensive learning environments.
Research-education integration affects society. It keeps universities at the forefront of knowledge development and dissemination, advancing several fields. Integrating research into schooling can solve societal problems and improve quality of life. Universities foster economic growth and social change by teaching students research-based skills and knowledge. Research-education integration is a major academic trend. Universities can enhance student learning by incorporating research into teaching. Glasgow and Manchester demonstrate how universities value and incorporate research into teaching. These methods benefit students, staff, universities, and society by fostering knowledge, creativity, and future readiness.
Discussion and Conclusions
The article examines altering knowledge conceptions, the move from teacher-centered to learner-centered education, and research-education trends. We have critically analyzed and evaluated Glasgow and Manchester’s learning and teaching strategy documents, referencing pertinent research. These initiatives should match identified currents and benefit students, staff, universities, and society. The first current is changing knowledge concepts. Glasgow’s learning and teaching strategy stresses multidisciplinary approaches and research-teaching synergy. It understands that complicated real-world problems require cross-disciplinary solutions. Manchester’s policy also values multidisciplinary research and research-education synergy. Both colleges encourage students to consider many viewpoints and use knowledge across disciplines to promote critical thinking, creativity, and innovation. These tactics support the current view of knowledge as dynamic and socially created, necessitating a multidisciplinary approach. If interdisciplinary viewpoints are properly integrated, learning may be cohesive. Teacher-centered to learner-centered education is the second current. Both colleges stress active and immersive learning and student empowerment. The University of Glasgow’s strategy encourages student participation, self-directed learning, and personalized learning using technology.
Problem-based and collaborative learning is also emphasized at Manchester University. These tactics reflect the belief that children learn best when actively involved and their needs and interests are considered. These universities use learner-centered methods to boost student motivation, critical thinking, and lifelong learning. If kids get enough help, self-directed learning may be expanded. Third, research-education trends. Integrating research and teaching improves education at both universities. According to Glasgow’s policy, research-led education engages students in cutting-edge research and knowledge development. The University of Manchester’s approach promotes research-based education, research skills development, and undergraduate research experiences. These methods help students acquire critical research abilities and become active knowledge producers. These universities integrate research with education to foster intellectual inquiry and teach transferable skills. However, research may devalue underlying knowledge and disciplinary expertise. In conclusion, the learning and teaching strategies in the University of Glasgow and the University of Manchester documents align with the identified currents of shifting conceptions of knowledge, the shift from teacher-centered to learner-centered approaches, and trends in research and education. Both universities value multidisciplinary approaches, learner-centered pedagogies, and research-teaching integration. These tactics promote critical thinking, creativity, and student empowerment. However, interdisciplinary approaches may fracture, self-directed learning may need more support, and research may overshadow core knowledge. A sophisticated awareness of these consequences will feed the information synthesis, ensuring a full assessment of the tactics and their possible effects on students, staff, universities, and society.
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