A Marketing Plan for Loru Games Ltd to enter the German market with an educational gaming product
Calvo, César; Rodrian, Christine (2022)
2022
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2022121429980
https://urn.fi/URN:NBN:fi:amk-2022121429980
Tiivistelmä
The following thesis was commissioned by Loru Games, a Finnish company in the EdTech industry that offers a gamified learning platform for the K12 sector. Gamified learning is a big trend right now, and there are many start-ups in the EdTech industry in Finland and Germany. The goal of the thesis was to create a marketing plan for Loru Games to enter the German market in 2023.
The thesis combines the approach of a product-based thesis with the approach of a research-based thesis. To understand the German EdTech market, primary sources were combined with secondary sources. Primary sources include interviews, events, and a survey targeted at teachers in Germany, mainly focusing on the state Baden-Württemberg. Secondary literature comprises news articles, blogs, and the latest reports and statistics about the EdTech industry. The results were used to develop a marketing plan for the company. All suggestions in the marketing plan are based on the company’s current situation, its marketing strategy, and findings from the research.
The results of this study show that Germany, though still behind Finland regarding digitalisation, has been developing fast in the past two years. Rapid changes and significant investments in the digitalisation of education make the German EdTech market ready to be explored and approached. Entering the German market comes with many opportunities and challenges. According to the research, Germans value Finnish education and might therefore appreciate a Finnish EdTech product. Germany’s division into 16 states and its complex educational system can be challenging for a foreign company. However, it can also be seen as 16 different opportunities. The key is to be there, grow networks, connect with German EdTech stakeholders, involve German speakers, and be patient.
The thesis combines the approach of a product-based thesis with the approach of a research-based thesis. To understand the German EdTech market, primary sources were combined with secondary sources. Primary sources include interviews, events, and a survey targeted at teachers in Germany, mainly focusing on the state Baden-Württemberg. Secondary literature comprises news articles, blogs, and the latest reports and statistics about the EdTech industry. The results were used to develop a marketing plan for the company. All suggestions in the marketing plan are based on the company’s current situation, its marketing strategy, and findings from the research.
The results of this study show that Germany, though still behind Finland regarding digitalisation, has been developing fast in the past two years. Rapid changes and significant investments in the digitalisation of education make the German EdTech market ready to be explored and approached. Entering the German market comes with many opportunities and challenges. According to the research, Germans value Finnish education and might therefore appreciate a Finnish EdTech product. Germany’s division into 16 states and its complex educational system can be challenging for a foreign company. However, it can also be seen as 16 different opportunities. The key is to be there, grow networks, connect with German EdTech stakeholders, involve German speakers, and be patient.