INFLUENCE OF MARKETING COMMUNICATION PRACTICES ON ACADEMIC PERFORMANCE
DOI:
https://doi.org/10.46827/ejmms.v10i2.2068Paraules clau:
marketing communication, academic performance, strategic leadership, institutional branding, community engagement and educational managementResum
This paper aimed to focus on the influence of marketing communication practices on academic performance at Kaiboi National Polytechnic in Nandi County, Kenya. The study adopted the Education Production Function Theory and Path-Goal Theory. The study used a descriptive research design, and the study population was 210, which consisted of 1 Chief Principal, 2 Deputy Principals, 20 Heads of Departments, 52 trainers, and 135 trainees, while the sample size was 210. The researchers used questionnaires to collect data. Analysis was done descriptively, and results were presented using tables, charts, and graphs. The findings revealed that strategic leadership on marketing communication practices had a positive influence on academic outcomes. Marketing communication practices—such as public relations strategies, open day events, institutional branding, and community engagement—also played a key role in shaping perceptions and enhancing institutional reputation, which positively influenced student morale and performance. The study recommended that principals prioritize improving marketing communication practices by actively engaging with students and staff through regular motivational speeches, clear guidance and counseling, and targeted marketing communication efforts. These should include fostering transparent communication channels, promoting institutional success stories, and increasing visibility through digital and community-based platforms. Strengthening administrative practices was also deemed crucial. The findings of the study may help the Kenya Educational Management Institute to come up with training modules relevant to the reality on the ground concerning instructional supervision, strategic planning, and integrated marketing communication in education. Further, the study findings could be used to improve leadership for academic performance by policymakers and key stakeholders.
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