請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/98452完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 韓廷允 | zh_TW |
| dc.contributor.advisor | JungYun Han | en |
| dc.contributor.author | 洪威廉 | zh_TW |
| dc.contributor.author | William Morley | en |
| dc.date.accessioned | 2025-08-14T16:10:25Z | - |
| dc.date.available | 2025-08-15 | - |
| dc.date.copyright | 2025-08-14 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-07-21 | - |
| dc.identifier.citation | Baxter, R. (2020). "The Membership Economy: Find Your Super Users, Master the Forever Transaction, and Build Recurring Revenue."
Bourdieu, P. (1991). Language and symbolic power (J. B. Thompson, Ed.; G. Raymond & M. Adamson, Trans.). Harvard University Press. Business Research Insights. (2024). Online language learning platform market size, share, and industry analysis, 2024-2033. Business Research Insights. Retrieved March 14, 2025, from https://www.businessresearchinsights.com/market-reports/online-language-learning-platform-market-107506 Christensen, C. M., Hall, T., Dillon, K., & Duncan, D. S. (2016). Competing against luck: The story of innovation and customer choice. HarperBusiness. Court, D., Elzinga, D., Mulder, S., & Vetvik, O. J. (2009). The consumer decision journey. McKinsey & Company. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press. Director, S., Academic Director, TutorABC. (2025, May 13). Interview on operational strategies and challenges for online language education. [Personal interview]. Dublino, J. (n.d.). How to price your services: Pricing strategies. Business.com. Retrieved February 24, 2025, from https://www.business.com/articles/set-price-services/ Duolingo. (2023, December 5). The 2023 Duolingo language report: Global language learning trends. Duolingo Blog. Retrieved March 14, 2025, from https://blog.duolingo.com/2023-duolingo-language-report/ Focus Taiwan. (2024, June 23). Number of elementary school students forecast to drop steadily in Taiwan. https://focustaiwan.tw/society/202406230007 GlobeNewswire. (2024, July 24). Online language learning to generate $91.6 billion in revenue: Global strategic business report 2024-2030. GlobeNewswire. Retrieved March 14, 2025, from https://www.globenewswire.com/news-release/2024/07/24/2918131/28124/en/Online-Language-Learning-to-Generate-91-6-Billion-in-Revenue-Global-Strategic-Business-Report-2024-2030-Mobile-Learning-Applications-Propel-Growth-in-Emerging-Markets.html Graddol, D. (2006). English Next: Why Global English May Mean the End of 'English as a Foreign Language'. British Council. Kotler, P., & Keller, K. L. (2016). Marketing Management (15th ed.). Pearson Education. Kubota, R. (2011). Learning a foreign language as becoming: Identity, ideology, and epistemology. Linguistics and Education, 22(1), 21–27. Ministry of Education, Taiwan. (n.d.). Bilingual education for students in college (BEST). Ministry of Education, Taiwan. Retrieved February 16th, 2024, from https://english.moe.gov.tw/cp-117-25498-5b142-1.html National Development Council. (n.d.). Bilingual 2030. Retrieved from https://www.ndc.gov.tw/en/Content_List.aspx?n=BF21AB4041BB5255 NILE. (n.d.). Teaching English Online – Teacher Development Course. Norwich Institute for Language Education. Retrieved from https://www.nile-elt.com Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. Porter, Michael E. "The Five Competitive Forces That Shape Strategy." Special Issue on HBS Centennial. Harvard Business Review 86, no. 1 (January 2008): 78–93. Report Ocean. (2023, January 3). English language learning market global industry analysis and forecast 2022–2030. Report Ocean. Retrieved from https://reportocean.com/industry-verticals/sample-request?report_id=28866 Saunders, M., Lewis, P., & Thornhill, A. (2019). Research methods for business students (8th ed.). Pearson Education Limited. Taipei Times. (2025, January 10). Taiwan sees further population decline last year. https://www.taipeitimes.com/News/taiwan/archives/2025/01/10/2003829986 The News Lens. (2021, May 21). How Taiwan’s cram schools have struggled to adapt. The News Lens International. Retrieved February 24, 2025, from https://international.thenewslens.com/article/151831 Trinity College London. (n.d.). Certificate in Online Teaching (CertOT). Retrieved from https://www.trinitycollege.com/qualifications/teaching-english/CertOT Weiss, A. (2019). "Million Dollar Consulting: The Professional’s Guide to Growing a Practice." | - |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/98452 | - |
| dc.description.abstract | 本論文探討台灣台北市之知名英語補習班「新派英語」從傳統實體教學模式轉型為可擴展的線上學習平台之策略。研究說明此轉型的背景與原因，特別著眼於房租與人事成本上升、招聘與留任困難，以及場地容量受限等經營挑戰。透過聚焦於小班教學、師資穩定性以及專為台灣兒童設計的課程，「新派英語」期望與主打大量低價的競爭對手（如TutorABC及VIPKid）形成差異化。
本研究結合競爭分析、財務可行性評估及初步市場回饋，評估一個主打優質、高價位線上課程的可行性。研究結果顯示，高品質、強調建立學習自信的線上英語教育有機會吸引願意支付高學費的家庭，並在學生數達到100人時即可達成損益平衡，之後具備顯著的獲利潛力。論文最後指出，逐步推行、重視家長信任與期待的策略，對於長期成功與永續經營至關重要。本個案研究為台灣私立語言教育機構數位轉型提供寶貴的實務參考。 | zh_TW |
| dc.description.abstract | The New School 新派英語, a well-established English language school in Taipei, Taiwan, seeks to transition from a traditional brick-and-mortar buxiban model to a scalable, tech-driven online learning platform. This proposal outlines the strategic rationale, financial projections, and implementation roadmap for the pivot, building on the school’s strong reputation for instructional quality and customer trust while addressing operational constraints.
The transition targets three core pain points: rising rental and labor costs, hiring and retention challenges, and physical capacity limits. In response, The New School will adopt a hybrid online learning model that expands accessibility without compromising educational standards. Unlike high-volume, low-cost providers such as TutorABC and VIPKid, our approach emphasizes small-group instruction, teacher continuity, and curriculum tailored to Taiwanese young learners. Our value proposition is to empower young learners through structured, confidence-building English instruction and offer families a reliable alternative to impersonal, volume-driven platforms. This differentiated model supports a premium pricing strategy. We anticipate that families will be willing to pay higher tuition after experiencing the quality and consistency of the program. Term-based fees, flexible payment options, and trial pathways reduce barriers to adoption while reinforcing long-term engagement. The financial model projects a 64% operating margin at break-even with 100 online students and significant profitability growth at scale. Initial market feedback confirms demand for flexible, high-quality solutions, while also highlighting the need for a phased rollout to build trust and address common parental concerns. Financial projections are based on early-stage modeling and are limited to direct instructional revenues under current pricing assumptions. Additional cost variables and long-term infrastructure needs will be explored as the model matures. Grounded in clear competitive analysis and financial viability, this proposal charts a sustainable, scalable path for The New School to lead in a premium niche of Taiwan’s evolving English online learning market. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-08-14T16:10:25Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-08-14T16:10:25Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | Table of Contents
Acknowledgements ii Executive Summary iii 中文摘要 iv Table of Contents v List of Figures ix List of Tables ix List of Abbreviations x 1. Introduction and Problem Statement 1 2. Market Analysis: Industry Overview 2 2.1 Growth of Global English Learning in Taiwan and Asia 2 2.1.1 Online Language Learning Growth in the Region 3 2.1.2 Online Language Learning Growth in the Region 3 2.1.3 Local Demand Analysis via Google Ads Search Trends 3 2.2 Current Clientele 4 2.2.1 Our Current Client Base 4 2.2.2 How Our Customers Choose an English Program 5 2.2.3 Exploratory Online Market Survey 6 2.2.4 Survey Results Analysis and Discussion 6 2.2.5 Insights from Open-Ended Parent Feedback 7 2.3 Competitive Landscape 8 2.3.1 Competitor Identification and Classification 8 2.3.2 Industry Analysis using 5 Forces 11 2.3.3 Key Competitor and Strategic Positioning 11 2.3.4 Insights from TutorABC’s Academic Director 13 3. Business Model & Value Proposition 15 3.1 Business Model Overview 15 3.1.1 Core Benefits for Parents and Students 15 3.1.2 Solving Key Pain Points 16 3.1.3 Sustainability and Scalability 17 3.2 Service Offerings 17 3.2.1. Live Online Instruction (Core Offerings) 17 3.2.2 Ongoing Assessment & Family Communication 19 3.2.3 Self-Paced Digital Learning (Supplemental Offering) 19 3.3 Revenue Model 19 3.3.1 Core Program Structure 20 3.3.2 Modular Courses 20 3.3.3 Private Lessons and Add-Ons 21 3.4 Pricing Structure and Strategic Rationale 21 3.4.1 Strategic Rationale and Positioning 23 3.4.2 Payment Flexibility and Incentives 23 3.5 Teacher Incentives & Retention Model: “You Teach, You Own” 24 4 Marketing and Customer Acquisition Strategy 27 4.1 Brand Strategy and Positioning 27 4.1.1 Customer Value Offer 27 4.1.2 Points of Differentiation (PODs) and Points of Parity (POPs) 27 4.1.3 Cultural Alignment with Taiwanese Parental Values 28 4.2 Ideal Customer Profiles 29 4.2.1 Strategic Segmentation Approach 30 4.2.2 Expansion via Digital Reach 30 4.3 Marketing Channels and Implementation 31 4.3.1 Community Channels: Referral Programs & Ambassador Families 31 4.3.2 Owned Media: Website, Google Business Profile, Newsletters 32 4.3.3 Partnerships: Schools, Local Influencers, and Events 32 4.3.4 Paid Media: Facebook, Instagram, YouTube, and LINE 32 4.4 Promotions & Awareness Strategy 33 4.4.1 Free Trial Campaigns 33 4.4.2 Referral-Based Incentives 33 4.4.3 Early-Bird Enrollment & Bundle Discounts 34 4.4.4 Content Marketing: Testimonials, Student Work, Educational Blog 34 4.5 Conversion & Retention Funnel 34 4.5.1 Trial Conversion and Engagement Funnel 34 4.5.2 Communication and Feedback Tools 35 4.5.3 Retention Tactics and Loyalty Building 36 4.6 Building Trust with First-Time Families 36 5. Operations and Execution Plan 37 5.1 Phased Transition Plan 37 5.1.1 Phase 1: Early Validation and Internal Learning (July–August 2025) 37 5.1.2 Phase 2: Controlled Migration of Older Cohorts (September 2025 – February 2026) 38 5.1.3 Phase 3: Structured Communication and Brand Evolution (December 2025 – March 2026) 39 5.1.4 Phase 4: Full Transition and Strategic Consolidation (April–August 2026) 40 5.2 Hiring & Training Plan 41 5.2.1 Recruiting Experienced Online Teachers 41 5.2.2 Upskilling Existing Staff for Digital Education 42 5.2.3 Basic Contracts and Commitment 43 5.2.4 Online Teaching Checklist 44 5.2.5 Teacher Monitoring and Performance Management 44 5.4 Technology Infrastructure 46 5.5 Compliance and Legal Readiness 46 5.5.1 Ministry of Education (Taiwan) Regulations Compliance 46 5.5.2 Data Privacy and Protection 47 6. Financial Projections & Funding Plan 49 6.1. Analysis of Current Financial Performance 49 6.2 Projected Financials for Online Model 49 6.2.1 Revenue Projections at Different Student Enrollment Levels 49 6.2.2 Cost Structure: Tech Investment, Teacher Salaries, Marketing 50 6.2.3 Break-Even Analysis 51 6.2.4 Scenario Analysis 52 6.3.1 Cash Flow Projections 53 6.3.2 Funding & Contingency Planning 54 6.3.3 Cash Reserve Strategy 55 6.4 Funding Needs & Capital Strategy 55 6.4.1 Funding Strategy Overview 55 6.4.2 Hybrid Funding Plan: Self-Funding and Debt Financing 55 6.4.3 Justification for Hybrid Funding Strategy 56 6.4.4 Exit Strategy and Contingency Planning 56 6.5 Strategic Reflection on Scalability and Value 57 7. Risk Assessment & Mitigation Strategies 59 7.1 Customer Resistance to Online Format 59 7.2 Technology Adoption Barriers 59 7.3 Pricing and Value Perception 60 8. Conclusion 61 References 62 Appendices 65 Appendix A. Search Demand Insights from Google Ads Forecast 66 Appendix B. Detailed Five Forces Analysis of Online English Language Teaching Market 69 Appendix C. Survey Respondent Sampling Approach 71 Appendix D. Customer Survey Items (English and Chinese) 72 Appendix E. Survey Results: Charts and Figures 79 Appendix F. Detailed Survey Results Analysis 91 Appendix G. Open-Ended Survey Responses: Theme-by-Theme Analysis 93 Appendix H. Methodology for Analysis of Open-Ended Survey Responses 95 Appendix I. TutorABC / TutorJR Pricing Model Summary 96 Appendix J. Details of Teacher Training and Certification (5.2.2) 98 Appendix K. Online Teaching Checklist (5.2.4) 100 Appendix L. Supplemental Analysis: Technology Stack and LMS Plan (5.5) 102 Appendix M. Financials Table: Revenue, Costs, and Margins (Section 6) 104 Appendix N. Detailed Revenue Projections and Assumptions 105 Appendix O. Break-even and Scenario Analysis (6.2.3-6.2.4) 107 Appendix P. Cash Flow Modeling Assumptions (6.3.1) 108 Appendix Q. Interview Transcript: Academic Director of Main Competitor 109 | - |
| dc.language.iso | en | - |
| dc.subject | 線上教育 | zh_TW |
| dc.subject | 語言學校 | zh_TW |
| dc.subject | 商業轉型 | zh_TW |
| dc.subject | 線上學習 | zh_TW |
| dc.subject | 數位策略 | zh_TW |
| dc.subject | 台灣市場 | zh_TW |
| dc.subject | Business transformation | en |
| dc.subject | Online education | en |
| dc.subject | Taiwan market | en |
| dc.subject | Digital strategy | en |
| dc.subject | E-learning | en |
| dc.subject | Language school | en |
| dc.title | 從教室到雲端：英語學校轉型線上學習的商業計畫 | zh_TW |
| dc.title | From Classroom to Cloud: A Business Plan for Transitioning an English Language School to Online Learning | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 113-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 謝冠雄.; 吳政緯 | zh_TW |
| dc.contributor.oralexamcommittee | Edward Hsieh;Wei-Chen Cheng | en |
| dc.subject.keyword | 線上教育,語言學校,商業轉型,線上學習,數位策略,台灣市場, | zh_TW |
| dc.subject.keyword | Online education,Language school,Business transformation,E-learning,Digital strategy,Taiwan market, | en |
| dc.relation.page | 111 | - |
| dc.identifier.doi | 10.6342/NTU202501738 | - |
| dc.rights.note | 同意授權(全球公開) | - |
| dc.date.accepted | 2025-07-22 | - |
| dc.contributor.author-college | 管理學院 | - |
| dc.contributor.author-dept | 企業管理碩士專班 | - |
| dc.date.embargo-lift | 2025-08-15 | - |
| 顯示於系所單位： | 管理學院企業管理專班(Global MBA) | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-113-2.pdf | 3.83 MB | Adobe PDF | 檢視/開啟 |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。