title: ÐÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ðµ Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÐ¾Ð² ÐºÐ¾Ð½ÑÐµÐ½Ñ-Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³Ð° Ð´Ð»Ñ Ð¿ÑÐ¾Ð´Ð²Ð¸Ð¶ÐµÐ½Ð¸Ñ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ ÑÑÐ»ÑÐ³
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Application of content marketing tools to promote educational services
Creators: name: Ð¡Ð¾ÑÐ¾ÐºÐ°, ÐÐ¸ÐºÑÐ¾ÑÐ¸Ñ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2022
Subjects: Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³
ÐºÐ¾Ð½ÑÐµÐ½Ñ-Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³
Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸Ðº
Ð¡ÐÐ±ÐÐ£
ÐÐ¨ÐÐ
video marketing
content marketing
video
SPbPU
GSIM

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð°Ð½Ð°Ð»Ð¸Ð·Ñ ÐºÐ¾Ð½ÑÐµÐ½Ñ-Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³Ð° ÐÐ¨ÐÐ, Ð° Ð¸Ð¼ÐµÐ½Ð½Ð¾ Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³Ð°, Ð¸ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐºÐµ ÑÑÐµÐ½Ð°ÑÐ¸ÐµÐ² Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ¾Ð². ÐÐ°Ð´Ð°ÑÐ¸, ÐºÐ¾ÑÐ¾ÑÑÐµ ÑÐµÑÐ°Ð»Ð¸ÑÑ Ð² ÑÐ¾Ð´Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ:1.Â ÐÐ½Ð°Ð»Ð¸Ð· Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÐ¾Ð² ÐºÐ¾Ð½ÑÐµÐ½Ñ-Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³Ð° Ð¸ÑÐ¿Ð¾Ð»ÑÐ·ÑÐµÐ¼ÑÑ Ð² Ð¿ÑÐ¾Ð´Ð²Ð¸Ð¶ÐµÐ½Ð¸Ð¸ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ ÑÑÐ»ÑÐ³.2.Â ÐÐ½Ð°Ð»Ð¸Ð· ÑÑÐ½ÐºÐ° Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ ÑÑÐ»ÑÐ³ Ð¸ ÑÐµÐ½Ð´ÐµÐ½ÑÐ¸Ð¹ ÐµÐ³Ð¾ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ.3.Â ÐÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ðµ ÑÐµÐ»ÐµÐ²Ð¾Ð¹ Ð°ÑÐ´Ð¸ÑÐ¾ÑÐ¸Ð¸ Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ¾Ð² ÐÐ¨ÐÐ.4. ÐÑÑÐ²Ð»ÐµÐ½Ð½ÑÐµ ÑÑÐµÐ±Ð¾Ð²Ð°Ð½Ð¸Ñ Ðº Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ°Ð¼ ÐÐ¨ÐÐ.5. SWOT-Ð°Ð½Ð°Ð»Ð¸Ð· Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ¾Ð² ÐºÐ¾Ð½ÐºÑÑÐµÐ½ÑÐ¾Ð².6. Ð Ð°Ð·ÑÐ°Ð±Ð¾ÑÐºÐ° ÑÑÐµÐ½Ð°ÑÐ¸ÐµÐ² Ð½Ð¾Ð²ÑÑ Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ¾Ð² Ð´Ð»Ñ ÐÐ¨ÐÐ. ÐÐ° Ð¾Ð±ÑÐµÐºÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð±ÑÐ»Ð° Ð²Ð·ÑÑÐ° Ð²ÑÑÑÐ°Ñ ÑÐºÐ¾Ð»Ð° Ð¿ÑÐ¾Ð¸Ð·Ð²Ð¾Ð´ÑÑÐ²ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¼ÐµÐ½ÐµÐ´Ð¶Ð¼ÐµÐ½ÑÐ° Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¾Ð³Ð¾ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑÐ° Ð¸Ð¼ÐµÐ½Ð¸ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾. Ð ÑÐ¾Ð´Ðµ ÑÑÐ°Ð²Ð½Ð¸ÑÐµÐ»ÑÐ½Ð¾Ð³Ð¾ Ð°Ð½Ð°Ð»Ð¸Ð·Ð° Ð¸Ð½ÑÑÑÑÐ¼ÐµÐ½ÑÐ¾Ð² ÐºÐ¾Ð½ÑÐµÐ½Ñ-Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³Ð° Ð±ÑÐ» Ð²ÑÐ±ÑÐ°Ð½ Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³ Ð´Ð»Ñ Ð¿ÑÐ¾Ð´Ð²Ð¸Ð¶ÐµÐ½Ð¸Ñ, ÑÐ°Ðº ÐºÐ°Ðº ÑÐ°ÐºÐ¾Ð¹ Ð²Ð¸Ð´ Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³Ð°, Ð² Ð´Ð°Ð½Ð½ÑÐ¹ Ð¿ÐµÑÐ¸Ð¾Ð´ Ð²ÑÐµÐ¼ÐµÐ½Ð¸, Ð¿ÐµÑÑÐ¿ÐµÐºÑÐ¸Ð²ÐµÐ½. ÐÑÐ» Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð°Ð½Ð°Ð»Ð¸Ð· ÑÐµÐ½Ð´ÐµÐ½ÑÐ¸Ð¹ Ð½Ð° ÑÑÐ½ÐºÐµ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ ÑÑÐ»ÑÐ³. Ð¢Ð°ÐºÐ¶Ðµ, Ð² ÑÐ°Ð±Ð¾ÑÐµ Ð±ÑÐ»Ð¾ ÑÐ°ÑÑÐ¼Ð¾ÑÑÐµÐ½Ð¾ Ð¿ÑÐ¾Ð´Ð²Ð¸Ð¶ÐµÐ½Ð¸Ñ Ð² Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³Ðµ Ð¡ÐÐÐÐ£, Ð° Ð¸Ð¼ÐµÐ½Ð½Ð¾ Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³ ATL, Ð¼Ð°ÑÐºÐµÑÐ¸Ð½Ð³ BTL, PR, ÑÐ¸ÑÑÐ¾Ð²ÑÐµ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð¸. ÐÑÐ»Ð¸ Ð²ÑÑÐ²Ð»ÐµÐ½Ñ Ð¿ÑÐ¾Ð±Ð»ÐµÐ¼Ñ Ð² ÑÐ¸ÑÑÐ¾Ð²ÑÑ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸ÑÑ, Ð° Ð¸Ð¼ÐµÐ½Ð½Ð¾ Ð² Ð²Ð¸Ð´ÐµÐ¾ÐºÐ¾Ð½ÑÐµÐ½ÑÐµ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑÐ°, Ð² ÑÐ°ÑÑÐ½Ð¾ÑÑÐ¸ ÐÐ¨ÐÐ. ÐÑÐ»Ð¾ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ðµ ÑÐµÐ»ÐµÐ²Ð¾Ð¹ Ð°ÑÐ´Ð¸ÑÐ¾ÑÐ¸Ð¸, ÑÐ¾ÑÑÐ°Ð²Ð»ÐµÐ½Ñ ÑÐµÐ»ÐµÐ²ÑÐµ Ð¿Ð¾ÑÑÑÐµÑÑ. ÐÑÐ» Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ SWOT-Ð°Ð½Ð°Ð»Ð¸Ð· Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ¾Ð² ÐºÐ¾Ð½ÐºÑÑÐµÐ½ÑÐ¾Ð², Ð° Ð¸Ð¼ÐµÐ½Ð½Ð¾ Ð²ÑÑÑÐ°Ñ ÑÐºÐ¾Ð»Ð° ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¾Ð¹ Ð¼ÐµÑÐ°Ð½Ð¸ÐºÐ¸ (ÐÐ¨Ð¢Ð), Ð²ÑÑÑÐ°Ñ ÑÐºÐ¾Ð»Ð° ÑÐµÑÐ²Ð¸ÑÐ° Ð¸ ÑÐ¾ÑÐ³Ð¾Ð²Ð»Ð¸ (ÐÐ¨Ð¡Ð¸Ð¢) Ð¸ Ð²ÑÑÑÐ°Ñ Ð¸Ð½Ð¶ÐµÐ½ÐµÑÐ½Ð¾-ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÑÐµÑÐºÐ°Ñ ÑÐºÐ¾Ð»Ð° (ÐÐÐ­Ð¨).ÐÑÐ»Ð° Ð¿ÑÐ¸Ð²ÐµÐ´ÐµÐ½Ð° ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸ÑÑÐ¸ÐºÐ° Ð²Ð¸Ð´ÐµÐ¾ÐºÐ¾Ð½ÑÐµÐ½ÑÐ° Ð¸ Ð¿ÑÐµÐ´ÑÑÐ²Ð»ÑÐµÐ¼ÑÐµ Ðº Ð½ÐµÐ¼Ñ ÑÑÐµÐ±Ð¾Ð²Ð°Ð½Ð¸Ñ Ð½Ð¾Ð²ÑÑ Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ¾Ð² ÐÐ¨ÐÐ. ÐÐ»Ð°Ð²Ð½ÑÐ¼Ð¸ ÑÑÐµÐ±Ð¾Ð²Ð°Ð½Ð¸ÑÐ¼Ð¸ ÑÐ²Ð»ÑÑÑÑÑ Ð¸ÑÐ¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ðµ Ð¾ÑÐ¸Ð±Ð¾Ðº ÑÑÐ°ÑÐ¾Ð³Ð¾ Ð²Ð¸Ð´ÐµÐ¾ÐºÐ¾Ð½ÑÐµÐ½ÑÐ°, Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸Ðµ Ð¸Ð½ÑÐµÑÐµÑÐ½ÑÑ Ð¸ ÐºÑÐ°ÑÐ¸Ð²ÑÑ Ð¼ÐµÑÑ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑÐ° Ð¸ Ð²ÑÑÑÐµÐ¹ ÑÐºÐ¾Ð»Ñ, Ð½Ð°Ð»Ð¸ÑÐ¸Ðµ Ð°Ð²ÑÐ¾Ð½Ð¾Ð¼Ð½Ð¾ÑÑÐ¸ Ð²Ð¸Ð´ÐµÐ¾ÐºÐ¾Ð½ÑÐµÐ½ÑÐ°. ÐÐ°Ðº ÑÐµÐ·ÑÐ»ÑÑÐ°Ñ ÑÐ°Ð±Ð¾ÑÑ Ð±ÑÐ»Ð¸ Ð¿ÑÐ¾Ð¿Ð¸ÑÐ°Ð½Ñ Ð´Ð²Ð° ÑÑÐµÐ½Ð°ÑÐ¸Ñ Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸ÐºÐ¾Ð². ÐÐ´Ð¸Ð½ Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸Ðº - ÐºÐ¾ÑÐ¾ÑÐºÐ¸Ð¹ (2 Ð¼Ð¸Ð½ÑÑÑ), Ð²ÑÐ¾ÑÐ¾Ð¹ - Ð´Ð»Ð¸Ð½Ð½ÑÐ¹ Ð²Ð¸Ð´ÐµÐ¾ÑÐ¾Ð»Ð¸Ðº (10-15 Ð¼Ð¸Ð½ÑÑ) Ð±Ð»Ð¾ÑÐ½ÑÐ¼ ÑÐ¾ÑÐ¼Ð°ÑÐ¾Ð¼.
description: This work is devoted to the analysis of GSIM content marketing, namely video marketing, and the development of video scripts. Tasks that were solved in the course of the study:1. Analysis of content marketing tools used in the promotion of educational services.2. Analysis of the market of educational services and trends in its development.3. Research of the target audience of GSIM videos.4. Identified requirements for GSIM videos.5. SWOT analysis of competitor videos.6. Development of new video scripts for GSIM.The Graduate School of Industrial Management of Peter the Great St. Petersburg University was taken as the object of study. In the course of a comparative analysis of content marketing tools, video marketing was chosen for promotion, since this type of marketing, in this period of time, is promising. An analysis of trends in the market of educational services was carried out. Also, the work considered promotions in SPbPU marketing, namely ATL marketing, BTL marketing, PR, digital communications. Problems were identified in digital communications, namely in the video content of the university, in particular GSIM. A study of the target audience was conducted, target portraits were drawn up. A SWOT analysis of competitors' videos was carried out, namely the Higher School of Theoretical Mechanics (HSTM), the Graduate School of Service and Trade (GSST) and the Higher School of Engineering and Economics (HSEE). The characteristics of video content and the requirements for new GSIM videos were given. The main requirements are the correction of errors in the old video content, the use of interesting and beautiful places of the university and graduate school, the availability of video content autonomy. As a result of the work, two video scripts were written. One video is short (2 minutes), the second is a long video (10-15 minutes) in block format.