Posts Tagged ‘Tuition Rates’
By Michael Massie
Quantitative Retention Strategies
Quantitative retention strategies consist of concrete actions that can provide a directly measurable increase in your enrollments. In other words, you do retention strategy “A”, and you a measurable increase in your enrollments numbers for the following period that you can directly attribute to that strategy.
I suggest that you don’t experiment with these one at a time, but instead that you implement them all at once. The reason is that singly they may not make that much of an impact, but cumulatively they will make a huge difference in your retention.
Without further ado, here are three tried-and-true quantitative retention strategies you can implement in your school. Read the rest of this entry »
Scholarships
If you’re like me, you started teaching in order to help people, not to become the Donald Trump or Bill Gates of the martial arts industry. Because of this, even after I got some common sense on the realities of what I needed to charge to feed my family and keep my school open, I still wanted to be able to reach under-privileged kids and lower-income adults with my services. Read the rest of this entry »
Pricing Strategy #1: Applying the Law of Supply and Demand
You should be aware that when a service is not a commodity (easily copied and mass-produced), it is naturally in higher demand and worth more. Our services are unique because very few people make it to black belt and even fewer decide to teach. Read the rest of this entry »
One of the most common questions I receive from instructors, and the one that seems to cause most new instructors to have sleepless nights is, “How much should I charge?” This seemingly harmless question somehow ends up becoming an area of confusion and frustration for new instructors and seasoned studio owners alike. Mostly, the reasons for this boil down to the following reasons: * Many instructors place too little value on what they have to offer * And even those instructors who feel they are Read the rest of this entry »
