E-Commerce at DMU

This document discusses the SWOT analysis for DMU's proposal, trends in the distance learning market, technological developments and growth in DL curriculum, demand for courses by DL students, courses offered by DMU, and the resource potential of DMU regarding DL. It also covers the external situational analysis model for e-commerce, application of Porter's Five Forces Model, and recommendations for DMU. Additionally, it suggests changes to be brought about in DMU's website and online communication strategies for reaching target audiences.

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E-Commerce at DMU

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Table of Contents
Part 1................................................................................................................................................4
SWOT Analysis for DMU’s Proposal.........................................................................................4
Trends in the Distance Learning Market.................................................................................4
Technological developments and growth in DL Curriculum..................................................4
Demand for courses by DL students........................................................................................4
Courses offered by DMU.........................................................................................................5
Resource potential of DMU regarding DL..............................................................................5
The SWOT Analysis................................................................................................................5
Recommendations for DMU....................................................................................................6
Part 2................................................................................................................................................6
External Situational Analysis Model for E-Commerce...............................................................6
Application of Porter’s Five Forces Model.............................................................................6
Objectives and corresponding CSFs and KPIs........................................................................8
Part 3..............................................................................................................................................10
Changes to be brought about in DMU’s website.......................................................................10
On-Line communication of DMU for reaching target audiences..............................................10
References......................................................................................................................................12
Appendix........................................................................................................................................15
Appendix 1: SWOT Analysis....................................................................................................15

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Appendix 2: Porter’s Five Forces Model...................................................................................16
Appendix 3: Linking objectives with CSFs and KPIs...............................................................17
Appendix 4: Linking actions with CSFs and KPIs....................................................................18
Appendix 5: Cross Section of DMU’s Website.........................................................................19
Appendix 6: On-line Advertisement of DMU meant for Target Audiences.............................20

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Part 1
SWOT Analysis for DMU’s Proposal
Trends in the Distance Learning Market
The distance learning market in the current period is reflecting the need for greater flexibility and
also in the development of bit sized course modules. The growth of us of cloud based learning
platforms with growth of online learning and training applications has reduced the need for
dependency on development of digital learning modules 1.
Technological developments and growth in DL Curriculum
Different programs like MoLeNET, CampusM and also RMSlate are being developed and
carried out in UK along schools and colleges based on the use of digital infrastructures like
Smartphones and Tablets for rendering education in a distant fashion. Schools, colleges and
universities in UK are continually adapting to the new technologies for gaining needed potential
along the distance learning platform 2.
Demand for courses by DL students
UK is recognised as a demanding market for distance learning such that over a million students
are observed to generate interest regarding gaining of opportunities for studying in campuses of
British Universities. Further, the number of students in Higher Education category is taken to rise
to around 414 million by 2030 owing to the generation of Massive Open Online Courses or
Moocs that do not charge fees regarding enrolment and also does not offer any qualification
degrees and levels. The distance learning programs are demanded owing to flexible schedules
such that which encourages the students in carrying out of studying along with their professional

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activities 3. Statistics reveal that from 2011, the rise in the level of American students coming to
UK for higher education has risen by 26 percent while that from Canada and Australia has
increased by around 41 and 125 percent respectively4. Courses like MSc. and MBA programs in
management, accounting and finance are observed to be largely demanded by distance learning
students4.
Courses offered by DMU
Different courses associated to youth work, health and also community development, human
rights and sustainable development programs, accounting and finance along with management
programs and a host of law subjects are offered in distance learning category by De Montfort
University (DMU)5.
Resource potential of DMU regarding DL
The e-learning resources of DMU focus on the development of diversity learning resources.
Similarly, the library resources also contribute in generating needed support to distance
learners6.
The SWOT Analysis
Strength
 UK accounts to considerably attract
potential number of students from
foreign regions.
 The distance learning curriculum in UK
is supported by continual number of
innovations that contribute in
Opportunity
 The distance learning programs
developed by the UK Universities are
in great demand by foreign students.
 Development of Massive Open Online
Courses or Moocs largely attracts

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development of e-learning modules. potential number of students.
Weakness
 Moocs program of DMU suffer from
weakness associated to lack of
generation of degrees.
Threat
 The dependency on use of internet for
development of distance learning
curriculums accounts for a growing
threat associated to hacking of accounts
and virus and malware attacks.
Recommendations for DMU
DMU needs to focus on enhancing the usability of the distance learning programs such that the
same helps the students in gaining access to potential job or employment opportunities. Again,
DMU needs to focus on protecting its online environment from hacking and potential amount of
virus attacks for sustaining its strength.
Part 2
External Situational Analysis Model for E-Commerce
Application of Porter’s Five Forces Model
Student’s bargaining potential
Students tend to focus on reviewing of websites of potential universities such that the same helps
them in understanding of the different types of distance learning programs, professional
recognitions along with information associated to cost and accommodation facilities. The

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reviewing of the websites would help them in choosing the right university for enrolling in
distance learning programs7.
Bargaining potential of suppliers
The colleges and universities offering distance learning programs are required to get
accreditation from organisations that contribute in generating global recognitions for the
different courses and also in gaining access to global markets for attracting considerable numbers
of students. The same reflects that suppliers’ bargaining power is quite string in the distance
education market for generating and enhancing on the competitive advantage of the educational
institutions. Similarly, the suppliers or platforms contributing in generation of MOOCs programs
also command the distance education market8.
Existence of substitute products
As a substitute to distance learning programs students focusing on earning British accredited
degrees along their professional field of studies can focus on essentially gaining enrolments to
overseas branches of UK based universities located in specific regions. Students based on
gaining enrolments to local or regional branches of foreign universities can thereby gain
opportunities in attending classes and also regarding taking part in interactive sessions rather
than only studying through the use of e-learning modules. The same helps in generation of
greater clarity regarding understanding of concepts and subject matter9.
Existence of internal rivalry
The internal rivalry in the distance education market in United Kingdom is observed to be
potentially huge in that around 30 universities based in the region compete with each other for
the development of online learning programs. Different types of courses ranging from normal

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degree to professional degree courses are prepared and designed by the educational institutions
on a competitive basis for attracting students10.
Threat of entry of foreign players
United Kingdom being a liberal market continually encourages the flow of foreign universities
and other educational institutions to the educational market. The same thereby enhances the level
of competitiveness in the distance learning education market and thereby requires the UK
Universities to differentiate on their educational and pedagogy curriculums such that the same
helps in attracting of potential numbers of students from foreign countries7.
Objectives and corresponding CSFs and KPIs
Objectives CSFs KPIs
To focus on the development
of internationally acclaimed
curriculums that would help in
competing with the learning
modules prepared by other
international universities in
the same subject/study field.
Awareness about DMUs
distance learning curriculum
Rate of growth of enrolments
of international students to
DMUs distance learning
programs.
To design an effective website
that would help in providing
students with potential
information regarding study
courses, cost of studying,
Generating greater visibility in
the target market.
Evaluation of rate of growth
of visitors to the website.

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manner of enrolling to such
courses, accreditation to
professional institutes and
other acclaimed universities
and also regarding the
examination procedures.
To continually interact with
the students through the use of
social networking,
teleconferencing and other
virtual mediums such that the
same would help in
understanding of the changes
in expectation of the students
from the learning modules and
thereby in designing the
curriculum on a likewise
basis.
Customisation of the learning
programs for meeting of
specific expectations.
Rate of growth of conversions.

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Part 3
Changes to be brought about in DMU’s website
The website of DMU needs to be appropriately changed in terms of encompassing of
testimonials of students that have gained the benefit of the distance learning programs. Again,
testimonials rendered by peer groups and mentors also need to be incorporated for enhancing on
the level of trust of the online traffic visiting the website for gaining of salient information. The
activities carried out in the above respect would increase the degree of transparency regarding
the commitments made by DMU in the aspect of providing distance learning facilities to the
international students11. Further, the website of DMU also needs to encompass contents that
would be culturally competent enough for effectively suiting the cultural parameters of the
students associated to foreign nations. Thus, the website needs to avoid the use of conflicting
words and statements that may affect the cultural fabric and sentiments of a specific cultural
group12.
On-Line communication of DMU for reaching target audiences
Different types of mediums need to be used in an integrated fashion by DMU for helping in both
reaching and also communicating with target audiences comprising of foreign students focusing
on enrolling into distance learning curriculums generated by the university. Thus, mediums like
social networking platforms, apps built for Smartphones and tablets and also the use of electronic
mailing systems are required to be put into place for carrying out of online communication in an
effective fashion. Likewise, the use of online survey platforms are also required to be
incorporated from time to time such that the same would help in gaining of considerable

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information about the needs and expectancies of the students and thus would help in modifying
the distance learning patterns of education13.

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References
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[1] Information Resources Management Association, Online Course Management: Concepts,
Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications.
United Kingdom : IGI Global, 2018.
[2] John Traxler, "Distance Learning—Predictions and Possibilities," Education Sciences , vol.
8, no. 35, pp. 1-13, 2018.
[3] Cambridge Education Group. (2017, March ) Distance learning in troubled times. [Online].
https://www.cambridgeeducationgroup.com/news,distance-learning-in-troubled-
times_563.htm
[4] Aston University. (2017, July) New online degrees launched as global demand rises.
[Online]. https://www2.aston.ac.uk/news/releases/2017/july/aston-launches-new-online-
degrees-as-global-demand-rises
[5] Postgraduate Search. (2019) De Montfort University. [Online].
https://www.postgraduatesearch.com/pgs/search?study_mode=distance-
learning&university=de-montfort-university
[6] De Montfort University. (2017) Distance Learners. [Online].
http://www.library.dmu.ac.uk/Users/Distance/
[7] Justin Shewell, Fifty Ways to Teach Online: Tips for ESL/EFL Teachers. United States :

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Wayzgoose Press, 2016.
[8] Barbara Oakley, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden
Potential. United Kingdom: Penguin, 2017.
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Kingdom : IGI Global, 2016.
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LSBF. (2017, November) UK universities commit to online learning. [Online].
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K. Praveen Parboteeah and John B. Cullen, Business Ethics. New York , United States :
Routledge , 2013.
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Jared Keengwe, Handbook of Research on Promoting Cross-Cultural Competence and
Social Justice in Teacher Education. United Kingdom : IGI Global, 2016.
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Sunil Dharmappa, Study of the Effectiveness of Online Marketing on Integrated Marketing
Communication. Germany: GRIN Verlag, 2018.
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50MINUTES.COM., The SWOT Analysis: A key tool for developing your business strategy.
United States , 50MINUTES, 2015.
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50MINUTES.COM., Porter's Five Forces: Understand competitive forces and stay ahead of
the competition. United States , 50MINUTES, 2015.
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Kathryn Best, The Fundamentals of Design Management. United Kingdom , Bloomsbury
Publishing, 2017.

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[1
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Mind Tools. (2019, March) Performance Management and KPIs. [Online].
https://www.mindtools.com/pages/article/newTMM_87.htm
[1
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DMU. (2019, March) DMU Open Day. [Online]. https://www.dmu.ac.uk/home.aspx
[1
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DMU. (2019, March) Study with De Montfort University (DMU), UK. [Online].
https://www.dmu.ac.uk/international/en/september-courses/september-2019-india.aspx?
gclid=CjwKCAjwstfkBRBoEiwADTmnEJ0SYQS7Af9i3KJxfsxHTtCUbVvkOHV8WJbR4
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x

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Appendix
Appendix 1: SWOT Analysis
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Appendix 2: Porter’s Five Forces Model
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Appendix 3: Linking objectives with CSFs and KPIs
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Appendix 4: Linking actions with CSFs and KPIs
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Appendix 5: Cross Section of DMU’s Website
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Appendix 6: On-line Advertisement of DMU meant for Target Audiences
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