Conducting a SWOT Analysis for Program Improvement

US-China Education Review A, ISSN 2161-623X

June 2013, Vol. 3, No. 6, 381-384

Betsy Orr

University of Arkansas, Arkansas, United States



A SWOT (strengths, weaknesses, opportunities, and threats) analysis of a teacher education program, or any

program, can be the driving force for implementing change. A SWOT analysis is used to assist faculty in initiating

meaningful change in a program and to use the data for program improvement. This tool is useful in any

undergraduate or degree program. Strengths and weaknesses are revealed and adjustments to curriculum,

internships, learning activities, education policies, etc., are justifiable if based on a SWOT analysis of a program.

Major improvements to a program can be a direct result of using this analysis with undergraduate and graduate

students.

Keywords: program improvement, business education, assessment

Introduction

How do you have meaningful involvement with the candidates in your teacher education program? Most

institutions require an assessment system that collects and analyzes data on applicant qualifications, candidate

and graduate performance, and unit operations to evaluate and improve the unit and its programs.

SWOT is an acronym for strengths, weaknesses, opportunities, and threats. A SWOT analysis is a simple

tool to assist faculty to initiate meaningful change in a program and to use the data for program improvement.

After spending a considerable amount of time with undergraduate students in advising sessions, it was evident

that these same students were capable of assessing the existing program and could vision how a restructured

program should look. A SWOT analysis was conducted at the undergraduate and graduate levels with students

who were admitted to the teacher education program.

Strengths

The strengths refer to the things the organization does well. To identify the strengths, we consider the

areas that others view the organization or program as doing well. Strengths may be the curriculum, leadership,

school relationships, faculty, and/or reputation. Other questions to ask are “What do you do better than anyone

else?”; “What unique resources do you have access to?”; “What do your stakeholders see as your strengths?”;

and “What are the indicators of success at your school?”.

Weaknesses

Weaknesses refer to the things the organization needs to improve. Weaknesses in resources or capabilities

hinder the organization from achieving a desired goal or mission. Consider what people in your area are likely

to see as weaknesses. By understanding your weaknesses, you can focus on specific areas you need to improve.

Betsy Orr, Ed.D., Department of Curriculum and Instruction, University of Arkansas.

DAVID PUBLISHING

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US-China Education Review A, ISSN 2161-623X June 2013, Vol. 3, No. 6, 381-

Betsy Orr

University of Arkansas, Arkansas, United States 

A SWOT (strengths, weaknesses, opportunities, and threats) analysis of a teacher education program, or any program, can be the driving force for implementing change. A SWOT analysis is used to assist faculty in initiating meaningful change in a program and to use the data for program improvement. This tool is useful in any undergraduate or degree program. Strengths and weaknesses are revealed and adjustments to curriculum, internships, learning activities, education policies, etc., are justifiable if based on a SWOT analysis of a program. Major improvements to a program can be a direct result of using this analysis with undergraduate and graduate students.

Keywords: program improvement, business education, assessment

Introduction

How do you have meaningful involvement with the candidates in your teacher education program? Most

institutions require an assessment system that collects and analyzes data on applicant qualifications, candidate

and graduate performance, and unit operations to evaluate and improve the unit and its programs.

SWOT is an acronym for strengths, weaknesses, opportunities, and threats. A SWOT analysis is a simple

tool to assist faculty to initiate meaningful change in a program and to use the data for program improvement.

After spending a considerable amount of time with undergraduate students in advising sessions, it was evident

that these same students were capable of assessing the existing program and could vision how a restructured

program should look. A SWOT analysis was conducted at the undergraduate and graduate levels with students

who were admitted to the teacher education program.

Strengths

The strengths refer to the things the organization does well. To identify the strengths, we consider the

areas that others view the organization or program as doing well. Strengths may be the curriculum, leadership,

school relationships, faculty, and/or reputation. Other questions to ask are “What do you do better than anyone

else?”; “What unique resources do you have access to?”; “What do your stakeholders see as your strengths?”;

and “What are the indicators of success at your school?”.

Weaknesses

Weaknesses refer to the things the organization needs to improve. Weaknesses in resources or capabilities

hinder the organization from achieving a desired goal or mission. Consider what people in your area are likely

to see as weaknesses. By understanding your weaknesses, you can focus on specific areas you need to improve.

Betsy Orr, Ed.D., Department of Curriculum and Instruction, University of Arkansas.

DAVID PUBLISHING

D

Questions to address are “What could you improve?”; “What should you avoid?”; “What are people in your

area likely to see as weaknesses?”; and “What factors hurt you in recruitment?”.

Opportunities

Opportunities are trends that your organization could take advantage of. These are outside factors or

situations that exist that may affect your organization in a positive way in achieving a desired goal or mission.

Examining the trends is helpful in identifying opportunities.

Threats

What obstacles do you face in your organization? This is the time to look at what others are doing. What

are they doing better? Threats are outside factors that current exist that affect your organization in a negative

way.

Literature Review

Classroom assessment should involve active participation between the students and the educator to ensure

that there is a clear understanding of what is expected (McLaurin, Bell, & Smith, 2009). Danca (2006)

described “How a SWOT analysis works…”. It accomplishes this by assessing an organization’s strengths

(what an organization can do) and weaknesses (what an organization cannot do) in addition to opportunities

(potential favorable conditions for an organization) and threats (potential unfavorable conditions for an

organization). SWOT analysis is an important step in planning and its value is often underestimated despite the

simplicity in creation.

According to Balamuralikrishna and Dugger (1995), a SWOT should cover the internal environment of the

institution (i.e., faculty and staff, learning environment, current students, operating budget, various committees,

and research programs), and the external environment of the institution (i.e., prospective employers, parents

and families of students, competing colleges, preparatory high schools, population demographics, and funding

agencies).

Osgood (2006) suggested that the SWOT list becomes the basis for further strategic planning. This

suggestion is supported by Creswell, LaVigne, Simon, Dawes, Connelly, Nath, and Ruda (2000) that,

The results of a detailed SWOT analysis also provide valuable material for continued planning and support-generating activities. The strengths can be presented and emphasized to potential supporters. Discussion of weaknesses and threats provides useful information for strengthening the project or plan where possible, or anticipating the effects of environmental threats.

Utilizing a SWOT analysis can be used as a means for departure of a strategic plan, thus, making it a

flexible instrument. To operate in this manner, the company must concentrate its future objectives on its

strengths (Houben, Lenie, & Vanhoof, 1999).

Relevance

A SWOT analysis is a high-level and critical thinking exercise for students. The practice can be duplicated

in any education setting. Teachers can conduct a SWOT analysis of their particular classes, teacher preparation

program, or internship experience. Frequently, educators have a vague idea of their SWOT. Discussion of these

areas takes place in meetings with students, other faculty, or mentor teachers. However, action is usually never

Danca, C. (2006). SWOT analysis. Retrieved April 12, 2006, from http://www.stfrancis.edu/ba/ghkickul/stuwebs/btopics/works/ swot.htm Houben, G., Lenie, K., & Vanhoof, K. (1999). A knowledge-based SWOT-analysis system as an instrument for strategic planning in small and medium sized enterprises. Decision Support Systems, 26 (2), 125-135. Retrieved from http://0-www. sciencedirect.com.library.uark.edu/science/article/pii/S016792369900024X McLaurin, S. E., Bell, B., & Smith, C. (2009). A practical rationale for classroom assessment: The SWOT approach. Retrieved October 1, 2009, from http://0-www.eric.ed.gov.library.uark.edu/PDFS/ED507140.pdf Osgood, W. R. (2006). Where is my business headed and why? Retrieved April 12, 2006, from http://www.buzgate.org/ me/bft_swot.html

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