SWOT Analysis and Porter's Competitive Forces Model

Running head: DE MONTFORT UNIVERSITY
DE MONTFORT UNIVERSITY
Name of Student
Name of University
Author’s Note

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Table of Contents
Part 1....................................................................................................................................2
SWOT analysis................................................................................................................2
SWOT diagram................................................................................................................4
Recommendations............................................................................................................5
Part 2....................................................................................................................................5
Porter’s Competitive Forces Model.................................................................................5
Objectives........................................................................................................................9
Critical success factors and key performance indicators.................................................9
Part 3..................................................................................................................................10
Ways to address cultural and trust issues......................................................................10
Use of online communication for reaching out to target audience................................10
References..........................................................................................................................12

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Part 1
SWOT analysis
The strengths weaknesses, opportunities and threats are mentioned in this part of the assignment,
they are as follows
Strengths
Abundance of technology and cyber culture makes the DLS more sophisticated and easy
accessible. Multimedia programmers are also easily understandable, which are provided by some
open and distance learning institutions (Mudrák, Turčáni and Burianová 2018).Besides the
SLMs, library facilities are also provided to all distance learners. Provisions for acquisition of
books and journals – both print and digital and educational Compact Discs (CDs), Video
Compact Disks (VCDs) and Digital Video Discs DVDs falling within the purview of the subjects
offered by the university under distance mode.
Weaknesses
Teacher-Student Interaction: Being a practical- oriented course, LIS education requires
computer training and practical classes for classification and cataloguing with personal contact
between teacher and student; but the numbers of days for contact classes are very limited (Haile
and Krupka 2016). Some universities do not even insist on students to attend contact classes.
There is no provision of credit hours for individual papers in the distance programme.
Opportunities
It emphasizes freedom from classroom limitations in location and time. Distance
education is flexible with variable timings and locations, whether at work or at home. Time to
learn is extended to fit individual needs (Boca 2015). It offers a chance to information

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professionals and people who live and work in remote areas and have no way of improving and
continuing their education.
Threats
The UGC has banned pursuing researchprogrammers like M. Phil. and/or Ph.D. from
distance mode from the year 2009. However, the UGC has lifted the ban from IGNOU, New
Delhi, for conducting Ph.D. courses in distance mode (Strnadová, Voborník and Provazníková
2016). Need of getting programme accredited withapex educational or professional bodies like,
the National Assessment and Accreditation Council and the National Board of Accreditation.