IBIS Assignment 2 Vanessa Chua 103492257 Should Swinburne University abandon the physical campus model and transition all of its teaching online? POLITICAL Driving forces 1. Tensions between countries • Reduction of foreign students coming into Australia · Foreign government threatening to ban their citizens from coming to Australia to study 2. Avoid being affected by government policy changes · Foreign students need not apply for student visas to study at Swinburne Online · Swinburne reduces expenditure on land and property taxes, building and WorkCover insurance 3. Government changes to labour law against hiring of foreign talent · Swinburne can easily fill talent shortages by hiring remote workers 4. Reduction in HECS- HELP would deter students from studying on campus · Swinburne could introduce more affordable courses online ECONOMIC Driving forces 1. Cost of living and studying in Australia is too expensive for foreign students · Poor home economic conditions · Poor exchange rate against the Australian dollar · Decrease in household disposable income 2. High unemployment rates in Australia · Foreign students would have a hard time getting a job after graduation 3. COVID restrictions reduces physical access to on-campus study 4. Students can avoid taking out loans when interest rates peak · Online education is cheaper and more affordable SOCIAL Driving forces 1. Convenience and flexibility · No travelling needed · Study at whatever time and location according to own preference and circumstance · No dress code required 2. Better sustainability practices · Reduce carbon footprint 3. Population growth · Swinburne's inability to cater to in-person attendance Barriers 1. Exposes Australia's digital divides · Students with low SES would have limited access to the required ed-tech, bandwidth etc. 2. Unable to mirror physical classroom learning · Less interaction between peers and teaching staff · Condones passive learning · Unable to ensure fair assessment environments · Teaching staff are traditionally trained to teach physically TECHNOLOGY Driving forces 1. Transitioning to online learning is available and affordable · Low risk technology infrastructure is compatible with existing IS/IT environments · Digital technologies can be deployed at scale 2. Increase the readiness of students for life and work in the digital age 3. Increase innovation in learning and teaching methods and materials 4. Use of interactive technology is more appealing · Makes learning more interesting, engaging and real-world Barriers 1. Technological issues · Vulnerable to data threats · Unable optimise current learning management platform for different devices, OS and web browsers and internet connection speeds 2. Rapid change in technological trends · Staff need to upskill frequently to tackle emerging technologies 1
Vanessa Chua 103492257 IBIS Assignment 2 Strengths > Differentiation and brand loyalty o Established brand name and experience in delivering online education o Existing partnerships with third party online education designers and delivery partners o Known for existing research initiatives o Support for alumni and current students o Culturally and gender diverse and inclusive o Strong industry connections o Guaranteed scholarship upon enrolment o Huge range of student clubs and events