1、 河北科技师范学院 本科毕业 论文（设计） 外文翻译 在线招聘教师：市场营销策略和信息 院（系、部） 名 称 ： 商务管理系 专 业 名 称 ： 人力资源管理 学 生 姓 名 ： 魏翠影 学 生 学 号： 9110080118 指 导 教 师： 栾向晶 2012 年 01 月 06 日 河北科技师范学院教务处制河北科技师范学院 2012 届本科 毕业论文 （ 设计 ） 1 Recruiting Teachers Online: Marketing Strategies and Information Summary A review of the websites of 43 UK-based
2、 agencies that are recruiting 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 vetting of candidates and low fees, are promising pros
3、pective 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. The article concludes with a list of recommendations for candidates and for agencies. Online teacher-recruitment agencies are competing v
4、igorously in a globalized market-place to match schools needs to “cover” classes with young teachers desires to spread their wings, and earn more money, in new and exciting places. By all accounts, this industry is thriving, especially in large “receiving” countries like the United Kingdom (UK). How
5、ever, many overseas-trained teachers report that they are not well informed about the challenges awaiting them at typical inner city London schools. Teachers Dont get caught out! The teacher recruitment industry is very competitive. For whatever reason, not all consultants from the multitude of agen
6、cies out there will necessarily conduct business in your best interest. We will endeavour to make you aware of as many potential hurdles as possible to ensure that you are not taken advantage of and receive the correct advise sic at all times. Direct marketing campaigns on university campuses are on
7、e of many strategies agencies use to recruit teachers, but these 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 consequently is focused
8、 on primary questions: 1.What information are UK-based recruitment agencies seeking overseas-trained teachers providing on their websites? 2.What online marketing strategies are these agencies using? To address these questions, we reviewed the websites of 43 teacher-recruitment agencies selected on
9、the basis of: (1) having a head office in the UK, and (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 of teacher migration from
10、South Africa to the UK, a more detailed description of the study, observations about the websites and marketing strategies of the online teacher-recruitment agencies, and concluding recommendations. Our purpose is neither 河北科技师范学院 2012 届本科 毕业论文 （ 设计 ） 2 to resolve the question of whether South Afric
11、ans should be recruited to teach in the UK nor to make judge-ments about the practice of online teacher recruitment, but rather to raise awareness about how teachers are being recruited. Methodology To ascertain the completeness of the information provided and the marketing strategies employed by UK
12、-based agencies recruiting teachers online, we reviewed 43 websites,completed checklists for each with qualitative as well as quantitative data, then summarized 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 s
13、ummarize the “selling points”or “pitch” the agency made to both schools and teachers. For each agency, we looked to see if it had the Department for Education and Skills (DfES) Quality Mark (explained below), when it was established, when its website was updated, and whether it has overseas offices.
14、 We recorded information about each agencys application and vetting procedures, the fees it charges to schools, and the pay and special offers given to teachers. We also looked to see what information was provided about the UK education system, about living in the UK, and about support for teaching.
15、Under vetting procedures, we looked for information about interviewing procedures,teaching qualifications, teaching experience, UK entry requirements, and the need for a medical declaration and criminal record clearance. We also looked for requests for a curriculum vitae (CV) and referees. Under pay
16、, we looked for information about scales, seasonal work, timesheets, and pension schemes, and for offers to provide banking assistance and tax advice. With respect to the UK education system,we looked for information about types of work, QTS, cultural diversity, special education needs, English as a
17、dditional language, school types, school support staff, the UK National Curriculum, legal protections, assessment, and Key Stages in schools as well as whether education links were provided and whether acronyms were spelled out. We also looked for information about accommodation in the UK, transport
18、ation and food costs, phone advice, healthcare, and agency-planned social events. The “teaching support” category included information about agency induction programmes, schoolbased mentoring, professional development, and tips on behaviour management. Findings and discussion In July 2002 the DfES i
19、ntroduced a voluntary code of conduct for agencies involved in the recruitment of teachers. The Department, 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 assessment. According to the REC website, agencies with the Quality Mark have met minimal
