升學導向之臺灣補教業進入中國教育培訓產業之經營發展策略─以陳立教育集團為例

Abstract

中國大陸以龐大人口與廣大市場著稱，相較兩岸三地的市場規模，中國大陸無疑地遠遠領先於香港與台灣，教育服務業亦然。雖然教育培訓產業近幾年引進諸多外資，並在世界投資市場吸引了許多目光，造就競爭愈顯激烈的補教市場，但發展總量卻尚未飽和，除去一線城市，仍有許多地區欠缺市占率高的強勢品牌，且服務與教學品質難以預期，可預見未來仍有不少的投入機會與發展可能，也可能成為台灣補教業走向國際化的可行方向之一。 本論文旨在研究台灣補教業進入中國教育培訓市場之進入模式及營銷策略，試圖透過中國教育補教市場及具代表性的個案進行文獻探討，並以陳立教育集團為例，分析台灣補教產業的競爭優劣勢、評估適用於教育服務產業的國際進入模式、乃至於進入之後的營銷策略布局，尋求可能的成功進入模式與策略。更由於相關教育服務產業的研究不多，希望研究結果可以作為國內補教產業進入中國市場之參考與未來研究的依據。 本研究進行國際進入模式分析時發現，教育服務業有別於製造業，並非以產品製作的歷程和銷售單一出發，而具有不可分割性，故以經營管理的深淺作為進入的主要依據，而後再依照發展的狀況進行股份收購，如順利即可轉換為合資模式，甚至是獨資模式。另外，由於中國大陸地域遼闊，各地文化、語言、生活方式皆有所差異，因此需以區域特色決定經營方式，華北適宜做為人才招募與培訓中心，但因天候與生活方式的差異，而不適合作為初期進駐的分校據點；華中則相對繁榮且無語言隔閡，陳立已於華中地區多點進駐成功；華南則囿限於部分地區交通不便、華語並非主要溝通語言，雖然氣候與環境與台灣最為相似，而必須重視語言溝通的問題另行布點。另外也提出實體據點與虛擬網路的合作模式，將以實體學校作為主要營收及授課的場域，虛擬網路作為提供免費教育服務的平台，以提供學生與家長多樣的選擇與便利性。 最後本研究亦對中國補教市場統計數據、補教產業類別等進入模式提出建議，期望台灣的補教業者能從本研究中獲得進軍中國大陸市場的養分，為台商及後來的研究者，提供新的思考與發展。

Compared to Hong Kong and Taiwan, the education industry in Mainland China has mighty potential, due to its huge population and tremendous market. Although a large number of big name foreign investors has already accounted for sizeable market share in the education industry of capital cities such as Beijing and Shanghai, relatively smaller towns still lack quality educators and professional platforms to cater for their education needs. This means that plenty of opportunities await Taiwanese education groups to explore. This essay aims to explore how Taiwanese education providers enter and operate in the Chinese market by illustrating iconic enterprises such as Chen-Li Education Group. The analysis of business model in Chen-Li Education Group could help other operators in developing their own operating strategy and possibly provide insights how local education providers can transform into an international education conglomerate. The study of International entry mode analysis discloses the difference between education industry and manufacturing industry in terms of its indivisible nature and inability of mass production. Education industry is mainly based on the depth of management to operate a company and use different business structures such as joint venture so that operators could eventually become a hundred-owned business. Furthermore, due to the vast territory, various local cultures and dialects, it is crucial to have necessary adjustments on operating strategies based on locality. In northern china, the human resource recruitment training is the recommended option because of the climate and lifestyle but is not suitable for initial branch establishment. The central China is relatively prosperous and Chinese is the official language. Chen-Li was stationed several business points in central China successfully. In southern China, Chen-Li should consider communication cautiously to build business points due to inconveniently location and different dialects although the climate and environment in southern China is quite similar to Taiwan areas’. Furthermore, Chen-Li suggested the corporation model of physical and virtual store by education and charging in physical stores, as well as free educational services in online stores in order to provide multiple choices and more convenience for students and parents. Finally, this study also analysed market statistics in China, after school education industry category in order to make suggestions to assist Taiwanese education providers in entering the Chinese mainland market. We hope that this essay could provide a whole new perspective for future Taiwanese researchers and educators.