How to Define Your Ideal School Customer

Not every school is equally likely to need, afford or successfully use your product.

A supplier may technically be able to serve every primary school, secondary school or multi-academy trust in the country. That does not mean approaching all of them with the same message is an effective sales strategy.

A small rural primary school may have a strong need but limited staff capacity. A large secondary school may have a suitable budget but an established contract with another provider. One academy in a MAT may appear interested but have no authority to choose the supplier locally. A trust may look commercially attractive because of its size but require an implementation and support capacity the supplier cannot yet provide.

The ideal school customer is not simply the organisation with the largest budget or the greatest number of pupils. It is the school or trust where several factors align:

• the problem is genuinely relevant;
• the supplier’s offer is an appropriate solution;
• the organisation can afford and approve it;
• the buyer has a reason to act;
• the supplier can deliver successfully;
• the relationship has a realistic chance of continuing.

Defining this profile helps suppliers avoid two expensive mistakes.

The first is wasting time on schools that were never likely to buy.

The second is winning customers that are a poor operational fit and become difficult to serve, unprofitable or unlikely to renew.

A useful ideal school customer profile should therefore guide targeting, outreach, qualification, pricing, product development and account planning. It should help the supplier decide not only who to contact, but also who not to pursue.

This guide explains how to define your ideal school customer using school phase, type, size, trust structure, location, need, budget, buyer role, timing and delivery fit.

An ideal school customer is more than a demographic profile

Many customer profiles begin and end with basic characteristics:

• primary schools;
• more than 500 pupils;
• located in London and the South East;
• academy status;
• interested in technology.

These filters can be useful, but they do not explain whether a school is likely to buy.

A strong ideal customer profile contains at least four layers.

Organisational fit

This covers the school’s observable characteristics:

• phase;
• type;
• pupil numbers;
• number of sites;
• trust membership;
• location;
• urban or rural context;
• specialism;
• governance structure.

Problem fit

This considers whether the school is likely to experience the problem your offer addresses.

A large secondary school with an internal IT department may have different support needs from a small primary school relying on one external technician. A trust with inconsistent systems across academies may be a stronger fit for a standardisation project than a recently formed trust that has already completed one.

Buying fit

This covers whether the organisation can realistically purchase the offer:

• appropriate budget;
• a relevant budget holder;
• local or central authority to buy;
• a workable procurement route;
• a credible decision timetable;
• no blocking contract or mandatory framework.

Delivery fit

This asks whether the supplier can serve the customer well.

The school may appear commercially attractive but require:

• daily onsite support outside the supplier’s service area;
• an implementation team larger than the supplier can provide;
• specialist qualifications the supplier does not hold;
• functionality the current product lacks;
• a response time the business cannot sustain;
• pricing that would make the contract unprofitable.

The ideal customer sits where these four areas overlap.

Ideal customer: a school or trust with a relevant and sufficiently important problem, a realistic ability to buy, and requirements the supplier can deliver successfully and profitably.

This definition is more useful than saying your target market is “all UK schools”.

It also helps distinguish an ideal customer profile from a buyer persona.

The ideal customer profile describes the organisation. A buyer persona describes the individual role involved in the purchase, such as a school business manager, headteacher, SENCO, IT director or trust estates lead.

Both matter. The right organisation with the wrong contact can produce no response. The right contact inside a school that cannot buy the service is equally unproductive.

Start with the school problem your offer solves best

Do not begin by asking which schools you would like as customers.

Begin by asking where your offer creates the clearest value.

Write down the problem in school language.

For example:

“Primary school office teams spend too much time following up paper consent forms and payments.”

Or:

“MAT estates teams lack a consistent view of statutory checks and outstanding actions across academies.”

Or:

“Secondary schools struggle to recruit qualified teachers for short-notice subject-specific cover.”

Or:

“Schools want to use an outdoor area for learning but lack a practical plan, appropriate equipment and staff confidence.”

Then identify the circumstances that make the problem more likely or more severe.

A problem may be connected to:

• school size;
• phase;
• number of sites;
• staff structure;
• existing systems;
• building age;
• pupil needs;
• geography;
• recent growth;
• trust expansion;
• staff vacancies;
• contract expiry;
• a change in leadership;
• a new legal, technical or operational requirement.

For example, a parent-communication platform may be particularly relevant to:

• larger schools with high message volumes;
• schools using several disconnected communication tools;
• schools serving multilingual communities;
• MATs seeking common systems across academies;
• schools whose office teams manually reconcile responses and payments.

A regional maintenance company may be best suited to:

• schools within a one-hour service radius;
• schools without a large internal site team;
• older buildings requiring regular small works;
• MATs with several nearby academies;
• schools dissatisfied with slow national contractors.

A specialist SEND provider may be strongest where:

• the school lacks internal specialist capacity;
• the SENCO needs support with a defined group or need;
• the service fits existing provision;
• staff are available to participate;
• the school has a realistic funding route;
• the provider’s qualifications and scope match the requirement.

Do not invent needs based only on public labels.

A school having a high number of pupils with SEND does not automatically mean it needs your particular intervention. A low Ofsted judgement does not mean a school welcomes unsolicited promises of improvement. A large trust is not automatically in the market for every central system.

Public information should help form a reasoned hypothesis, not a confident claim about the school’s internal problems.

Your positioning should already define the strongest problem and audience. The guide to positioning a product or service for UK schools explains how to connect the offer to a recognised need without exaggerating what it can achieve.

Use school phase, type and setting to narrow the market

School phase affects pupil age, staffing, curriculum, organisation and purchasing.

A product designed for one phase may technically work in another but require different language, functionality, evidence and implementation.

Primary schools

Primary schools often have smaller leadership and administrative teams. One person may hold several responsibilities, and specialist capacity may be limited.

An ideal primary-school customer may value:

• simple implementation;
• low administrative burden;
• clear whole-school pricing;
• support from the supplier;
• products usable across several year groups;
• practical rather than highly specialised functionality.

However, pupil numbers and budgets vary considerably. A package designed for a 700-pupil primary school may be unaffordable or unnecessarily complex for a school with fewer than 100 pupils.

Secondary schools

Secondary schools usually have larger teams and more specialised roles.

A sale may involve:

• department leaders;
• senior leadership;
• finance;
• IT;
• data teams;
• pastoral leaders;
• premises staff;
• trust central functions.

Secondary customers may need:

• larger user capacity;
• department-level controls;
• integration with existing systems;
• role-based access;
• implementation across several teams;
• more detailed reporting;
• training at scale.

All-through schools

All-through schools can offer a larger opportunity but may need products that work across a broad age range. The supplier should establish whether one system or service genuinely works for both primary and secondary phases.

Special schools and alternative provision

These settings may require specialist accessibility, staffing, safeguarding, communication and delivery arrangements.

Do not include special schools in the ideal customer profile merely because the product is described as inclusive.

Ask:

• Which needs has the product been designed and tested to support?
• What adaptations are available?
• Does the delivery team have appropriate experience?
• Can the supplier work safely with the setting’s staffing and support arrangements?
• Are the claims appropriately limited?

Independent schools

Independent schools have different governance, funding and purchasing arrangements from state-funded schools. They may have greater flexibility in some decisions, but they are not one uniform market.

The position may depend on:

• school size;
• fees and financial position;
• boarding provision;
• group ownership;
• educational approach;
• parent expectations;
• existing premium provision.

Maintained schools and academies

The distinction matters because purchasing authority may sit at school, local-authority or trust level.

A maintained school may control many purchases locally while still operating under its local authority’s financial arrangements. A standalone academy may make most decisions through its own academy trust. A MAT academy may need central approval or be required to use a trust-wide supplier.

The guide to maintained schools, academies and MATs explains how these structures affect budgets, contracts and supplier selection.

The ideal customer profile should therefore specify not only the visible school phase, but also the organisational setting behind it.

Use school size and structure carefully

Pupil numbers are one of the easiest ways to segment schools, but size should be connected to the product’s economics and use case.

Government school data includes characteristics such as establishment type, phase, academy status and pupil numbers. The official Get Information about Schools service allows users to search and download information about establishments and school groups in England.

AllSchools profiles can also help suppliers explore schools, regions and academy trusts before building a targeted campaign.

Size may affect:

• likely contract value;
• number of users;
• implementation complexity;
• staff specialisation;
• decision-making structure;
• delivery frequency;
• support requirements;
• price sensitivity.

Small schools

Small schools may offer:

• shorter communication routes;
• closer access to senior leaders;
• simpler implementation;
• strong local relationships;
• opportunities for suppliers with flexible packages.

They may also have:

• limited budgets;
• less specialist capacity;
• staff holding several roles;
• greater sensitivity to training and administration;
• less ability to absorb service disruption.

A supplier should not merely shrink a large-school package and call it suitable for small schools. The product and delivery process may need simplification.

Large schools

Large schools may have greater need, more users and larger budgets, but can involve:

• more stakeholders;
• specialist IT or procurement review;
• more complex implementation;
• department-level differences;
• formal approval;
• higher support expectations.

Multi-site schools and trusts

Several sites may create value where the supplier offers:

• central reporting;
• consistent service standards;
• combined purchasing;
• regional delivery routes;
• shared training;
• central account management.

However, multi-site work is not automatically more profitable. Travel, local variation, implementation, stakeholder management and support may increase faster than revenue.

Use size bands that connect to your business model.

For example:

• fewer than 200 pupils;
• 200 to 499 pupils;
• 500 to 999 pupils;
• 1,000 or more pupils;
• single school;
• two to five academies;
• six to 15 academies;
• more than 15 academies.

The correct bands depend on the service. A tutoring provider may segment by the likely number of participating pupils, while a software supplier may price by total pupil count and a maintenance company by sites and travel distance.

Do not use size as a substitute for need. A larger school is not automatically a better prospect when the problem is absent or an incumbent arrangement is working well.

Decide whether the ideal customer is an individual school or a trust

Suppliers often target MATs because one contract may provide access to several academies.

This can be attractive, but the ideal customer should reflect the way the product is normally purchased.

Some categories are often managed centrally, including:

• finance systems;
• payroll and HR;
• insurance;
• major IT infrastructure;
• cybersecurity;
• legal services;
• large estates contracts;
• trust-wide management systems.

Other categories may remain local or partially delegated, including:

• small classroom resources;
• local enrichment activities;
• some curriculum products;
• local repair work;
• school-specific interventions;
• community partnerships.

There is no universal rule. MATs can be centralised, decentralised or use different models for different categories.

An ideal MAT customer may have:

• a problem shared by several academies;
• a central team responsible for the category;
• an interest in standardisation;
• a trust-wide budget or procurement route;
• the capacity to manage rollout;
• academies within the supplier’s delivery area;
• a size the supplier can support;
• a decision timetable linked to contract renewal or strategic planning.

A poor MAT fit may involve:

• highly localised purchasing;
• academies spread far beyond the service area;
• a long existing central contract;
• requirements that exceed the supplier’s technical capacity;
• a tender value that creates unsustainable delivery risk;
• an expectation of extensive free implementation;
• insufficient evidence of multi-school delivery.

A supplier may also use a land-and-expand approach.

One academy can be an ideal first customer when:

• the trust permits local purchasing;
• the school has a specific need;
• the project can produce useful evidence;
• the supplier can demonstrate value locally;
• a wider trust discussion may follow without being assumed.

Do not treat every academy customer as an automatic route to the whole trust. A local success helps only when the central team recognises the problem, the product is scalable and the trust has an appropriate buying route.

Define geographic and operational fit

Geography matters even for suppliers that describe themselves as national.

An online software company may serve schools throughout the UK, but training, onsite implementation or support can still create regional constraints. A contractor, workshop provider or maintenance business may have a much smaller practical service area.

Define geographic fit using actual delivery economics.

Consider:

• maximum travel time;
• mileage and accommodation;
• delivery charges;
• response-time commitments;
• availability of local staff;
• number of visits required;
• minimum contract value for distant work;
• regional subcontractors;
• school density;
• ability to group nearby customers.

A useful profile might state:

“Primary and special schools within 60 miles of Birmingham requiring recurring onsite equipment maintenance, with a minimum annual contract value of £2,500.”

That is more actionable than:

“Schools across the Midlands.”

Locality can itself be part of the offer.

Schools may value:

• faster onsite response;
• lower delivery costs;
• knowledge of local school networks;
• existing nearby references;
• the ability to visit before quoting;
• continuity from a local team.

For national suppliers, operational fit may depend on:

• remote onboarding;
• regional implementation partners;
• standardised delivery;
• central support capacity;
• clear escalation;
• the ability to maintain quality across locations.

Geographic profiling also helps campaign planning.

Rather than contacting isolated schools across the country, a regional provider can target:

• one local authority area;
• one town or group of neighbouring towns;
• MATs with academies in the same region;
• schools near existing customers;
• areas where travel routes make delivery efficient.

This can improve both sales credibility and future contract profitability.

Assess budget, procurement and contract fit

A school can be a strong problem fit but a weak buying fit.

The supplier needs to understand whether the likely customer can purchase the offer at the price and through the route required.

Budget fit

Ask:

• What does the standard package cost?
• Which school budget is likely to fund it?
• Is the price proportionate to the size and seriousness of the problem?
• Does the school need a one-off, annual or multi-year commitment?
• Are implementation and support included?
• Can the supplier provide a viable small-school package?
• Does a trust-wide arrangement create genuine economies?

Do not define the ideal customer only as “schools with budget”. Every school has budgets, but those budgets are allocated across staffing, premises, curriculum, technology, statutory duties and many other priorities.

The relevant question is whether the problem is important enough to receive funding.

Procurement fit

Schools are advised to check their own procurement policies and use a buying route appropriate to the purchase value and circumstances. This may involve direct purchasing, obtaining quotations, using a framework or running a formal competition.

Current Department for Education guidance explains that schools should research the requirement, obtain approval, define specifications and select the appropriate purchasing route.

The ideal customer profile may therefore include:

• purchases below a practical value threshold for your sales model;
• schools able to buy through a framework on which you are appointed;
• contracts approaching renewal;
• trusts planning a formal procurement in your category;
• schools that can purchase locally;
• buyers prepared to run an appropriate competitive process.

It may exclude opportunities where:

• the required framework does not include your business;
• the tender conditions are disproportionate to the contract;
• the school cannot contract with your delivery model;
• the procurement timetable is impossible;
• the contract requires financial capacity the business lacks;
• the buyer expects suppliers to bypass its procedures.

Contract fit

Consider whether your business can accept:

• the required contract term;
• payment schedule;
• insurance limits;
• liability requirements;
• service levels;
• data obligations;
• subcontracting restrictions;
• termination rights;
• pricing commitments.

An apparently valuable customer may be a poor fit when the contract transfers unreasonable risk to the supplier.

The guide to making your business easier for schools to buy from explains how transparent prices, clear contracts and support for school finance processes reduce purchasing friction. Ease of purchase must still work for both parties.

Identify the buyer, champion and trigger to act

An ideal organisation is not enough. The opportunity needs an identifiable route through the school.

For each customer profile, define:

• the likely user;
• the problem owner;
• the internal champion;
• the budget holder;
• technical or compliance reviewers;
• the final approver;
• the contract signatory.

For example, an attendance service might involve:

• User: attendance officer or pastoral team;
• Problem owner: deputy headteacher responsible for attendance;
• Champion: attendance lead;
• Budget holder: senior leader or school business manager;
• Reviewer: data protection lead;
• Approver: headteacher or trust director.

A premises contract might involve:

• User: site team;
• Problem owner: premises manager;
• Champion: school business manager;
• Budget holder: school or trust operations team;
• Reviewer: health and safety or estates specialist;
• Approver: headteacher, COO or trust committee.

The AllSchools guide to who buys products and services in UK schools explains why these roles are often held by different people.

The profile should also define likely buying triggers.

A trigger is an event or condition that makes the problem more urgent.

Examples include:

• an existing contract approaching expiry;
• a new headteacher or trust leader;
• a school joining a MAT;
• trust growth;
• a failed or withdrawn supplier;
• a summer refurbishment programme;
• a planned system replacement;
• new funding;
• a serious service problem;
• staff vacancies;
• increased pupil numbers;
• a new statutory or security requirement;
• a strategic priority for the coming year.

Use triggers responsibly.

Do not assume that a school receiving a poor inspection outcome wants an immediate sales approach from unrelated suppliers. Do not use safeguarding incidents, pupil difficulties or staff redundancies as opportunistic marketing material.

A trigger should indicate relevance and timing, not provide an excuse for insensitive outreach.

The strongest opportunity normally has:

• a known problem;
• a named owner;
• a reason to act;
• an achievable budget route;
• a realistic decision date.

Create positive, secondary and negative-fit profiles

A useful customer profile does not contain only ideal characteristics.

Create three categories.

Primary ideal customer

This is the segment you should target most actively.

For example:

Maintained primary schools and academies with 250 to 700 pupils, located within 90 minutes of Manchester, that outsource IT support, have fewer than two internal technical staff and need regular onsite support alongside remote helpdesk coverage.

Secondary customer

This segment can still buy successfully, but may require different pricing, messaging or delivery.

For example:

Small MATs with three to eight primary academies in the North West that want combined support but retain local school contacts and separate site visits.

Negative-fit customer

This is the segment the supplier should normally avoid or qualify very carefully.

Examples might include:

• schools outside the profitable service area;
• customers below the minimum viable contract value;
• trusts requiring functionality the product does not provide;
• buyers expecting extensive unpaid consultancy;
• organisations unable to identify a budget or decision process;
• schools wanting unsupported one-off customisation;
• contracts with disproportionate liability;
• customers needing response times the supplier cannot meet;
• opportunities based solely on price where the supplier cannot compete sustainably.

A negative-fit profile is not a judgement about the school. It records that the relationship is unlikely to work for this particular supplier and offer.

This protects both parties.

Poor-fit customers often produce:

• longer sales cycles;
• higher support costs;
• lower margins;
• implementation problems;
• frequent complaints;
• weak adoption;
• non-renewal;
• damaging references.

Sales teams sometimes resist disqualifying opportunities because every interested school appears valuable. A full pipeline of unsuitable prospects is less valuable than a smaller pipeline of credible ones.

Define non-negotiable disqualification criteria.

For example:

• no pupil-facing work without the required safeguarding controls;
• no onsite contract beyond a stated travel radius below a minimum value;
• no software deployment without technical and data review;
• no trust-wide commitment beyond current implementation capacity;
• no acceptance of a contract where liability is uninsurable;
• no custom development without a separately funded scope.

Turn the profile into a targeting and qualification system

The ideal customer profile becomes useful only when it changes behaviour.

Convert it into measurable criteria.

Criterion	Strong fit	Moderate fit	Weak fit
Phase	Core phase for which product is designed	Product works with adaptation	Little relevant evidence or suitability
School size	Matches standard package and pricing	Requires adjusted package	Commercially or operationally unsuitable
Location	Within normal service area	Serviceable with additional cost	Outside practical delivery range
Problem	Clearly present and important	Possible but not confirmed	No meaningful evidence of need
Buyer	Relevant decision-maker engaged	Useful contact but limited authority	No identifiable route to buyer
Budget	Funding source and affordability discussed	Possible future budget	No credible budget route
Timing	Defined trigger and decision date	General future interest	No reason to act
Delivery	Standard implementation	Additional support required	Requirements exceed capacity

You can score each opportunity, but avoid false precision. A score should support judgement rather than replace it.

Useful qualification questions include:

• How is the school currently handling the problem?
• What is not working well enough?
• Who is responsible for improving it?
• Which school or trust teams would be involved?
• Is the decision local or central?
• Which budget would normally fund it?
• Is an existing contract in place?
• When does that contract end?
• What procurement route is likely?
• What must happen before a decision can be made?
• What implementation capacity does the school have?
• What would a successful result look like?

Use the profile to improve outreach.

Instead of sending one message to every school, create segments such as:

• small primary schools needing a simple package;
• large secondaries requiring department-level controls;
• special schools needing a particular adaptation;
• individual academies with local purchasing authority;
• small MATs seeking central visibility;
• regional schools close to existing customers.

Each segment can receive:

• a more relevant subject line;
• a specific problem statement;
• an appropriate case study;
• suitable pricing;
• a proportionate next step.

Do not pretend that mass outreach is personalised merely because the school name appears in the opening sentence. Use segmentation to make the substance relevant.

Review the profile using real customer evidence

Your first ideal customer profile is a hypothesis.

It should improve as the supplier wins, loses, implements and renews school contracts.

Review your best existing customers.

Ask:

• Which schools adopted the product most successfully?
• Which required the least avoidable support?
• Which received the clearest value?
• Which renewed?
• Which expanded?
• Which referred other schools?
• Which remained profitable after delivery costs?

Then compare weaker accounts:

• Which took a long time to buy?
• Which never implemented properly?
• Which used only a small part of the product?
• Which needed extensive unplanned customisation?
• Which generated repeated complaints?
• Which failed to renew?
• Which became commercially unviable?

Look for patterns in:

• phase;
• size;
• buyer role;
• school or trust structure;
• location;
• problem urgency;
• budget source;
• implementation leadership;
• procurement route;
• product usage.

Your best customer may not be the largest account.

A smaller school that implements quickly, renews annually and provides strong references may have greater lifetime value than a large trust contract requiring heavy customisation and support.

Ask customers directly:

• Why did they choose the supplier?
• What problem were they trying to solve?
• What nearly prevented the purchase?
• Which other organisations were considered?
• Who influenced the decision?
• What made implementation successful?
• What would make them renew or expand?

Lost opportunities are also useful.

Record whether the main reason was:

• poor fit;
• price;
• timing;
• no budget;
• existing contract;
• missing functionality;
• procurement route;
• weak evidence;
• implementation concern;
• competitor preference;
• no internal priority.

Do not rewrite the profile after one unusual result. Review patterns across enough customers to distinguish a genuine segment from an exception.

Update the ideal customer profile when:

• the product changes;
• pricing changes;
• the supplier expands geographically;
• new evidence supports another phase or setting;
• implementation capacity grows;
• a new framework creates a buying route;
• renewal data reveals stronger or weaker segments;
• school structures or purchasing arrangements change.

Frequently asked questions

What is an ideal school customer profile?

It is a description of the schools or trusts most likely to need, buy, implement and renew a supplier’s product or service successfully. It includes organisational, problem, buying and delivery characteristics.

Is an ideal customer profile the same as a buyer persona?

No. The ideal customer profile describes the organisation, such as a primary school or MAT. A buyer persona describes an individual involved in the decision, such as a headteacher, school business manager or IT director.

Should a supplier target every school that could technically use the product?

No. Technical suitability does not guarantee sufficient need, budget, authority or delivery fit. Target schools where the complete commercial and operational case is strongest.

Which school characteristics are most useful for targeting?

Useful characteristics include phase, type, pupil numbers, trust membership, location, number of sites, specialist setting, buyer role, likely problem, procurement structure and implementation capacity.

Are larger schools always better customers?

No. Larger schools may provide higher contract values but often involve more stakeholders, procurement and support. Smaller schools can be strong customers where the package, price and implementation are appropriate.

Should suppliers target MATs first?

Only where the problem is likely to be managed centrally and the supplier can deliver across several academies. Individual schools may be a better starting point for local services, smaller products or suppliers still building education evidence.

How can suppliers find school type and trust information?

The official Get Information about Schools service allows users to search and download information on establishments and school groups in England. AllSchools also provides searchable school and trust profiles that can support initial targeting and research.

Can public school data reveal whether a school needs a product?

It can indicate possible relevance but rarely proves need. Public information should support a hypothesis that is confirmed through responsible research and conversation.

What is a buying trigger?

A buying trigger is an event or condition that makes a decision more likely, such as contract expiry, leadership change, trust growth, funding, system replacement or an urgent operational problem.

Should Ofsted outcomes be used for targeting?

They can provide context, but suppliers should avoid simplistic or insensitive assumptions. A judgement does not prove that the school needs a particular commercial product, and outreach should not exploit a difficult situation.

What is a negative-fit school customer?

It is a school or trust whose requirements, location, budget, contract terms or service expectations make the relationship unsuitable for the supplier. Recording negative fit helps avoid unprofitable or unsuccessful contracts.

How specific should the profile be?

It should be specific enough to guide targeting and qualification but not so narrow that it excludes good opportunities without evidence. Use observable criteria connected to need, buying ability and delivery success.

Can a supplier have several ideal customer profiles?

Yes. Different products, service levels or regions may require separate profiles. Keep each one clear rather than combining every possible buyer into one broad description.

How should a new supplier define the profile without existing customers?

Begin with the problem the offer solves, product requirements, realistic pricing, service area and likely buyer. Test the assumptions through school conversations and refine them as sales and implementation evidence develops.

How often should the profile be reviewed?

Review it regularly and whenever the product, pricing, geography, delivery capacity or procurement routes change. Renewal, implementation and profitability data should shape future revisions.

What is the most important qualification question?

One of the most useful questions is: “What needs to happen internally before the school can make a decision?” It reveals the buyer, budget, procurement route, timing and remaining barriers.

What should suppliers do after defining the profile?

Use it to build segmented school lists, select relevant contacts, tailor outreach, choose case studies, qualify opportunities and decline work that does not fit the supplier’s capabilities.