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As estratégias de inbound marketing no ensino superior politécnico - caso de estudo Escola Superior de Tecnologia e Gestão de Lamego
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A presente investigação fundamenta -se na teoria do inbound marketing , que
defende que a atração e retenção de audiências dependem da disponibilização de
conteúdos relevantes, personalizados e interativos ao longo da jornada do consumidor.
O estudo teve como objetivo analisar as estratégias de inbound marketing
implementadas pela ESTGL para captar e fidelizar estudantes, identificando os
respetivos contributos e desafios no contexto do ensino superior politécnico.
A investigação seguiu uma abordagem quantitativa, recorrendo a um inquérito
estruturado online aplicado a 177 estudantes, maioritariamente do sexo feminino, com
idades entre os 18 e os 24 anos. Os resultados demonstraram que as principais fontes
de informa ção sobre o ensino superior foram a DGES (30,5%), os websites institucionais
(28,0%), o Instagram (26,5%) e o Facebook (16,8%). A maioria dos inquiridos utiliza
diariamente as redes sociais (89,3%) e segue a ESTGL (87,0%), valorizando os conteúdos
educativ os (76,8%), sobretudo em formato de vídeos curtos (32,5%) e mensagens diretas
(17,4%). Foram identificadas associações significativas entre a idade e a frequência de
consulta das redes sociais da ESTGL, bem como entre o género e o seguimento da
instituição .
Conclui -se que as práticas de inbound marketing da ESTGL apresentam impacto
positivo na atração e interação com os estudantes, mas revelam limitações decorrentes
da baixa taxa de reação, da reduzida utilização de formatos interativos e da
fragmentação tecnológica. Recomenda -se, por conseguinte, o refor ço da
personalização automatizada, a adoção de experiências digitais imersivas e a criação de
comunidades online para potenciar a fidelização estudantil no ensino superior
politécnico.
This research is grounded in the theory of inbound marketing , which argues that the attraction and retention of audiences depend on the provision of relevant, personalized, and interactive content throughout the consumer journey. The study aimed to analyze the inbound marketing strategies implemented by ESTGL to attract and retain students, identifying both their contributions and the challenges faced in the context of polytechnic higher education. A quantitative methodology was adopted, using a structured online survey applied to 177 students, most of whom were female, aged between 18 and 24 years. The results revealed that the main sources of information about higher education were DGES (30.5%), in stitutional websites (28.0%), Instagram (26.5%), and Facebook (16.8%). The majority of respondents use social networks daily (89.3%) and follow ESTGL (87.0%), considering educational content useful or very useful (76.8%), with a preference for short videos (32.5%) and direct messages (17.4%). Statistically significant associations were identified between age and frequency of consultation of ESTGL’s social networks, as well as between gender and following the institution. The findings suggest that ESTGL’s inbound marketing practices have a positive effect on student attraction and interaction but are limited by low user engagement, scarce use of interactive formats, and fragmented technological systems. It is therefore recommended to reinforce automated personalization, ado pt immersive digital experiences, and integrate online communities in order to enhance student loyalty within polytechnic higher education environments.
This research is grounded in the theory of inbound marketing , which argues that the attraction and retention of audiences depend on the provision of relevant, personalized, and interactive content throughout the consumer journey. The study aimed to analyze the inbound marketing strategies implemented by ESTGL to attract and retain students, identifying both their contributions and the challenges faced in the context of polytechnic higher education. A quantitative methodology was adopted, using a structured online survey applied to 177 students, most of whom were female, aged between 18 and 24 years. The results revealed that the main sources of information about higher education were DGES (30.5%), in stitutional websites (28.0%), Instagram (26.5%), and Facebook (16.8%). The majority of respondents use social networks daily (89.3%) and follow ESTGL (87.0%), considering educational content useful or very useful (76.8%), with a preference for short videos (32.5%) and direct messages (17.4%). Statistically significant associations were identified between age and frequency of consultation of ESTGL’s social networks, as well as between gender and following the institution. The findings suggest that ESTGL’s inbound marketing practices have a positive effect on student attraction and interaction but are limited by low user engagement, scarce use of interactive formats, and fragmented technological systems. It is therefore recommended to reinforce automated personalization, ado pt immersive digital experiences, and integrate online communities in order to enhance student loyalty within polytechnic higher education environments.
Descrição
Palavras-chave
Inbound Marketing Ensino Superior Politécnico Estratégias Digitais Atração e Retenção de Estudantes Redes Sociais Marketing Educacional Inbound Marketing Polytechnic Higher Education Digital Strategies Student Attraction and Retention Social Media Educational Marketing