| Abstract [eng] |
The master’s thesis analyses the value propositions communication in social media within the context of preschool education institutions. The social network Facebook is increasingly becoming a communication channel used by nurseries–kindergartens, where institutions present their activities, community life, and signals of organizational benefits created for parents. However, there is a lack of empirical research in the preschool education sector that evaluates how the communicated value content aligns with the strategic perception of value held by institutional leaders. Therefore, this thesis examines how the directors of public nurseries–kindergartens in the city of Kaunas understand the value proposition, which elements they consider most important, and to what extent these value areas are reflected in the actual content of Facebook posts. The theoretical analysis highlights that a value proposition operates as an institutional promise acceptable to the audience, the significance of which is shaped by content direction, a consistent communication narrative, and the enablement of audience interaction. The study investigated how value propositions are perceived and shaped by institutional leaders and how this is reflected in real communication in social media. The results revealed that nursery–kindergarten directors most often define the concept of a value proposition through practically created institutional benefits – safety, the child’s emotional wellbeing, the meaningfulness of educational activities, individual attention to the child, the reliability of relationships with families, and community cohesion. Innovation and elements of distinctiveness are considered important by directors to the extent that they strengthen the educational experience and trust, but are rarely perceived as a formal, clearly articulated strategic promise to the audience. The analysis of Facebook content showed that public nurseries–kindergartens in Kaunas communicate actively and regularly, and that usage value, emotional–symbolic value, and cooperation value are most strongly reflected in the flow of posts. Nevertheless, the content is more often communicated through individual episodes of activities, celebrations, or initiatives, rather than as a strategically consistent narrative of a value proposition. It was observed that the meanings of statements vary, topics repeat in a fragmented manner, and the communication identities of different institutions are not distinctive. This indicates that it is easier for audiences to recognize the emotional atmosphere and intensity of activities, but more difficult to identify what long-term value the institution promises, how it differentiates itself, and how this promise is substantiated through everyday practice. A comparison of interview insights with actual Facebook communication showed that the strongest alignment exists in value areas that are easy to demonstrate (the educational process, community togetherness), while the direct articulation of institutional promises, strategic positioning, and invitations to dialogue with the audience are less visible. The study concludes that Facebook communication in preschool institutions functions primarily as a channel for demonstrating institutional activity and emotional culture, and less often as a clearly established tool for strategic communication of value propositions. As a result, value promises remain implicit, episodic, or fragmented, and institutional identity differentiation on Facebook is weak. The findings contribute to a deeper understanding that a strategically defined axis of value messaging, the consistent articulation of institutional promises, and the empowerment of audiences for two-way interaction are essential conditions for making value proposition communication in social media clearer, more recognizable, and more impactful for the quality of parents’ relationships with the institution. |
