Business Report: INF60007 Swinburne's Transition to Online Model

This report assesses the feasibility of Swinburne University transitioning to a fully online teaching model, abandoning its physical campus. It employs PEST, SWOT, and Porter's Five Forces analyses to evaluate the macro-environmental factors, internal strengths and weaknesses, market opportunities and threats, and competitive forces influencing such a transition. The PEST analysis examines political, economic, social, and technological drivers, while the SWOT analysis identifies internal capabilities and potential challenges. Porter's Five Forces model explores the competitive landscape. The report recommends a blended learning approach, combining online and in-person instruction, and suggests Swinburne should leverage scholarships, work placements, and unique courses to maintain a competitive edge in the education sector. Ultimately, based on the analyses, the report advises Swinburne to maintain its current blended learning model.

Should Swinburne abandon the physical campus model and transition all of its teaching
operations to online?
Business Information systems
INF 60007
Assignment 1
Student ID: 104364315
Student name: Yashviben Dobariya
Swinburne University Of Technology

Pest Model
Macro-environmental such as political, economic, social and technological forces that are driving universities to adopt online
delivery models.
Political
• Government financial incentives such as provide grants
for the procurement of equipment and infrastructure
required for the delivery of online courses.
• Strict visa policies discourage international
students from coming to the country for on
campus education.
• International students may be put off from deciding to
study in another country by the uncertainty and
instability that arises from international conflicts.
• Political stability help to establish a climate that is more
receptive to university collaborations and international
alliances for high-quality online learning.
• tax policies that increase the cost of living or
transportation can make it more challenging for
students to attend classes on campus.
SOCIAL
• Changing student demographics increase in non-
traditional students who require more flexible learning
options that traditional classroom-based instruction
cannot offer is provided by online delivery options.
• Online education is becoming more widely known and
accepted as a competitive alternative to conventional
classroom-based education.
• Globalization: more universities are attempting
to make their courses available online students all
around the world.
• Changing work patterns: serve the needs of working
people who might not have the time or means to attend
classes on campus.
• Cost effectiveness: online learning assist in lowering
the cost of education for students and increasing access
to education.
Economic
• budget constraints: Universities are adopting
online delivery Because online distribution involves less
infrastructure, people, and resources than traditional
classroom delivery, it may be less expensive.
• a poor exchange rate can make it more challenging for
universities to attract and retain international students.
• Foreign students may find it difficult to afford to live and
study in other country if local economies suffer.
• inflation rate can force university to go online by affecting
their operating costs and financial resources.
• Level of disposable income of consumer for instance if
students have less disposable income than they
prefer Online education can be more affordable.
Technological
• Technological advancements have made online education
more accessible and convenient and affordable.
• Technology help to create individualized learning
experiences that are tailored to each student's needs,
leading to better learning outcomes.
• Increased Access to Education: technology allow
universit ies to reach a wider audience of students,
including those who may not have access to traditional
campus-based education.
• the capacity to gather and analyze information about
student engagement and performance to inform teaching
and learning practices.

Swot Model
Analyse the strengths, weaknesses, market opportunities and market threats that could affect Swinburne to become a purely
online provider.
STREGHTS
• Access from anywhere with internet
connection.
• The capacity to work and study at the
same time.
• Self-reliant, adaptable and independent
learning.
• More time for faculty development and
other academic activities, such as
research.
• Geographical Independence.
• Better and faster communication with
students.
OPPORTUNITIES
• Expanding the digital market is possible
because of rising consumer demand for e-
learning resources and service.
• Increases opportunity for local and
regional education.
• Attract a range of students such as adult,
part-time students.
• Faculty trained in online teaching gain a
competitive edge over traditional faculty.
• Reuse material and cut costs for all online
courses using e-learning.
WEAKNESS
• Less interaction between professors and
students.
• Time consuming to adapt to new
technologies for both teachers and
students.
• High investments costs for virtual
databases, IT department, program
development.
• Student evaluations is better face to
face rather than online teaching.
• Lack of equipment: not all students have
laptop, pc's, phone.
• Unstable internet connectivity.
THREATS
• Tough struggle for market share.
• A rise in costs to building and maintaining
online libraries and databases.
• Lack of government policies and laws .
• regarding e- learning is exacerbated by a
lack of quality standards.
• High drop-out rates because of lack o f
motivation for engaging in online learning.
• Difficulty recruiting and keeping qualit y
instructors.
• Data security.

PORTER’S
5 FORCES
Porter's Five Forces
The competitive forces affecting the transition of Swinburne to online teaching and Steps that Swinburne take
to reduce that threats:
Bargaining Power of
Suppliers
• Develop long-term partnerships with
suppliers to establish a stable and
reliable supply chain.
• Create internal resources to lessen
reliance on outside vendors.
• Negotiate favorable terms and
conditions with suppliers to reduce
costs and increase efficiency.
• Diversify its supplier base to reduce
dependence on any one supplier.
Threat of New Entrants
• Build strong brand recognition and
reputation in the market to make it
difficult for new entrants to establish
themselves.
• To stay on the cutting edge of emerging
trends and technology, invest in research
and development.
• Offer outstanding student services and
support to build a base of devoted
customers.
• offer distinctive and creative programs
that are challenging for new entrants to
imitate.
Threat of substitute
products
• To meet the various needs of students,
provide a wide range of courses and
programs.
• Provide high-quality education and
training that is difficult to replicate b y
competitors.
• Develop partnerships with industry to
provide students with practical and
real-world experience.
Bargaining Power of
customer
• Provide financial aid and scholarships
to draw in and keep students.
• Provide top-notch instruction and
training that satisfies students' needs
and demands.
• Establish solid connections wit h
alumni to build a devoted and
encouraging student community.
• Provide flexible and individualized
student support services to enhance
the student experience.
Rivalry among existing
competition
• Swinburne can set itself apart from
the competition by incorporating
special features, raising the bar on
quality, or providing specialized
experiences.
• Swinburne can work with its rivals
to forge mutually beneficial
relationships, such as by pooling
resources or developing new
products together. Swinburne can
work to cut expenses and provide
reasonable prices to entice
customers away from its rivals.

RECOMMENDATIONS
• I would recommend using a blended learning approach
that combines online and in-person instruction because
it will be suitable and comfortable for both domestic
and foreign students.
• Based on PEST model analysis, Swinburne should
maintain its current blended learning approach (physical
and online model).
• According to SWOT analysis, there is fierce rivalry in
the education sector where many institutions provide
online and on-campus learning, which is more
convenient and adaptable for both students and
universities.
• Based on my Porter’s Five Forces model Swinburne
should offer scholarships, work placements, and courses
that are distinctive and aren't given by any other
university because there is fierce rivalry in the
education sector.

REFERENCE
Cox, J., 2021. The higher education environment driving academic library strategy: A political, economic, social and
technological (PEST) analysis. The Journal of Academic Librarianship, vol.47, no.1, pp.102219.
Lee, C.M., 2021. Descriptive SWOT Analysis about Online Learning,
https://www.researchgate.net/publication/350621868_Descriptive_SWOT_Analysis_about_Online_Learning
Pringle, J. and Huisman, J., 2011, Understanding Universities in Ontario, Canada: An Industry
Analysis Using Porters Five Forces Framework, Canadion Journel of Higher Education, vol.41, no.3, pp.41-52.