SWOT ANALYSIS AS THE FIRST STAGE OF THE PROCESS OF THE STRATEGIC MANAGEMENT OF THE EUROPEAN HIGHER EDUCATION INSTITUTIONS

Abstract

SWOT analysis is the first stage in the process of strategic management it involves the assessment of the Strengths and Weaknesses of the organization in light of the Opportunities and Treats in its environment that seeks to attain a match, or fit, between internal capabilities and external possibilities. This paper focuses on the comparative review of the SWOT analyses of the European higher education institutions and aimed to define the general framework of the SWOT analysis for the higher education institution. SWOT analysis is the basis for the further successful strategy of the higher education institution. Higher education institutions can't outline its further strategic directions without defining clearly organizational and environmental factors which have a crucial influence on its development, performance and prosperity. University should analyze its previous failures and successes, its current situation and despite the fact that according to the strategic management, the future is regarded to be unpredictable, to make a forecast about environmental and organizational factors that will have an impact on higher education institution in future. Besides regarding as a basis for the development of the strategy SWOT analysis can be considered as a controlling method because it involves analysis of the past successes and failures of the higher education institution. It is developed as the summarizing of the previous strategy and as the initial stage for the development of the following ones. [PUBLICATION ABSTRACT]

Headnote

Abstract: SWOT analysis is the first stage in the process of strategic management it involves the assessment of the Strengths and Weaknesses of the organization in light of the Opportunities and Treats in its environment that seeks to attain a match, or fit, between internal capabilities and external possibilities. This paper focuses on the comparative review of the SWOT analyses of the European higher education institutions and aimed to define the general framework of the SWOT analysis for the higher education institution. SWOT analysis is the basis for the further successful strategy of the higher education institution. Higher education institutions can't outline its further strategic directions without defining clearly organizational and environmental factors which have a crucial influence on its development, performance and prosperity. University should analyze its previous failures and successes, its current situation and despite the fact that according to the strategic management, the future is regarded to be unpredictable, to make a forecast about environmental and organizational factors that will have an impact on higher education institution in future.

Besides regarding as a basis for the development of the strategy SWOT analysis can be considered as a controlling method because it involves analysis of the past successes and failures of the higher education institution. It is developed as the summarizing of the previous strategy and as the initial stage for the development of the following ones.

Keywords: SWOT analysis, environmental and organizational analysis, strengths, weaknesses, opportunities, threats.

Introduction

Since 1990s European higher education institutions have applied the concept of the strategic management. Strategic management of higher education institutions is aimed for finding a niche, which is considered as a position in the higher educational field in which the university is able to acquire the necessary resources to survive by developing and maintaining different types of relations with other actors1. In order to find a niche university develops strategy in such areas as: governance, education, research, human resources policy, finance.

That is why these areas must be considered in SWOT analysis of higher education institutions which is regarded as an initial stage of the process of the strategic management of higher education institutions.

The approach of SWOT-analysis was developed in 1960s by the representatives of the Harvard Business School2. SWOT-analysis is a model of strategy making that seeks to attain a match, or fit, between the internal capabilities and external possibilities3. SWOT-analysis is the first stage in the process of strategic management. "The SWOT analysis facilitates the integrative capture of internal and external factors as well as current and predicted future trends relevant for strategic development"4. SWOT analysis is used not only in business but also by higher education institutions in the process of the strategic management. SWOT analysis provides a device to structure the awkward mixture of quantitative and qualitative information, of familiar and unfamiliar facts, of known and half-known understandings that marks strategic marketing planning.

"This method is connected with the Design-School of the strategic management, which proposes a model that places primary emphasis on the appraisals of the external and internal situation, the former uncovering threats and opportunities in the environment, the latter revealing strengths and weaknesses of organization"5

"SWOT-analysis is the assessment of the Strengths and Weaknesses of the organization in light of the Opportunities and Treats in its environment that seeks to attain a match, or fit, between internal capabilities and external possibilities"6. "A strength is a resource that the organization can use effectively to achieve its objectives. A weakness is a limitation, fault, or defect in the organization that will keep it from achieving its objectives. An opportunity is any favorable situation in the organization's environment. A threat is any unfavorable situation in the organization's environment that is potentially damaging to its strategy"7.

Among the environmental variables distinguish:

* Societal changes (changing customer preferences, population trends);

* Governmental changes (new legislation);

* Economic changes (real person income changes);

* Competitive changes (new competitors, adoption of new technologies, new products);

* Supplier changes;

* Market changes.

The strengths and weaknesses of the organization are defined in such activities as:

* Marketing;

* Research and development;

* Management information system;

* Management team (skills, team spirit);

* Operations (quality control);

* Finance ;

* Human resources (employee development8).

A SWOT analysis is only one of many tools that can be used in an organization's strategic planning process for environmental scanning9. There is a number of other tools aimed at the environmental analysis. STEP model distinguishes such segments of the environment of higher education institutions:

* Socio-cultural;

* Technological;

* Economic;

* Political environment10.

Demographic, legislative/regulatory and organizational environment segments can be taken into consideration in STEP analysis. Environment also can be partitioned according to the following factors which provide a broader analysis than STEP model11:

* Demographic and social variables (growth rate of college population, age distribution, regional shift in population, career expectations, value and attitudes towards institutions of higher education);

* Economic conditions (GNP growth rate, employment levels, resources availability (land, labour, capital);

* Market/competitive factors (competing institutions, alumni support and co-operation, co-operative agreements among educational institutions, target objectives for enrolments, competitors' recruitment strategies and advertizing approaches);

* Technological development;

* Governmental changes (state support for education);

* Stakeholders demands (student concerns, community requests, societal expectations, governmental concerns).

"Higher education institution functions in an environment among other organizations and individual players who, as stakeholders, have certain requirements vis-à-vis the institution and therefore form important general frameworks for strategy":

* " City/region (schools, political parties, local government, local economy, local associations);

* Government (ministry, government departments and offices, EU);

* Public (media, alumni, parents, potential and current employers of students, potential students, foundations);

* Buffer institutions (quality assurance agencies, research funding organizations, institutes for ranking);

* Customers (students, employers, consumers of further education, scientific community, industry);

* Competitors (public and private higher education institutions, public and private research institutes, suppliers of advanced education)"12.

"The environmental analysis has to be connected with an organization analysis. The aim is to scrutinize whether external demands and internal capacities are compatible and what kind of changes might be necessary. The strengths and weaknesses must be analyzed in core competences and potential of the organization, organizational working structures and processes. In internal working structures and processes are defined three organizational areas: research, teaching and administration".

The main functions of the SWOT-analysis:

* Provision of the informational basis for the strategic decisions;

* Structuring function for the first stage of the strategic process;

* Legitimation for participation13.

"Besides SWOT analysis enhances the amount of the information accessible to the decision makers, offers the rationale for a set of decisions or a strategy and thirdly SWOT legitimizes the procedure in a strategic process. However, there are systematic limits for the function 'rationale for a decision'. Decisions cannot be won by analyzing, there has to be an act of volition in each decision, or to put it another way: a decision is a decision and no calculation"14.

In the context of higher education SWOT analysis contributes to the strategic positioning.

The drawback of the SWOT analysis is that it usually reflects a person's existing position and viewpoint, which can be misused to justify a previously decided course of action rather than used a means to open new possibilities. It is important to note that sometimes threats can also be viewed as opportunities, depending on the people or groups involved.

Having identified such factors as strengths, weaknesses, opportunities and threats strategies are developed which may build on the strength, eliminate the weaknesses, exploit the opportunities or counter the threats15.

This paper focuses on the comparative review of the SWOT analyses of the European higher education institutions and aimed to define the general framework of the SWOT analysis for the higher education institution which concerns:

* the areas which are the most crucial for the definition of the strengths, weaknesses, opportunities and threats of the higher education institution;

* development of the SWOT analysis on the different levels of the management system of the higher education institution;

* determination of the main functions of the SWOT analysis which it performs in the process of the strategic management of the European higher education institutions.

Purpose of the development of the SWOT analysis

The SWOT analysis is a research method aimed to determine the strengths and weaknesses of the organization, especially in comparison with important competitors, "it also serves for recognition of existing or future opportunities or threats and for preparation of appropriate strategy, in order to use existing strengths and weaknesses to remove"16

Higher education institutions state in their strategic plans that SWOT matrix can be considered as an illustration of:

* the internal data-supported analyses and strategic papers17;

* external evaluations and rankings18;

* questionnaires, results of televoting, and discussion protocols from the meeting19;

SWOT analysis provides:

* a profound analysis of the environment, basis for the strategic directions20;

* basis for the university's ambitions and the resulting lines of action described in the strategic plan21;

* basis for the vision, mission strategic goals, operative goals, measures22.

Higher education institutions regard SWOT analysis as the first stage of the process of the strategic management which ensures the successful development of strategic directions. Higher education institution should found answers to such questions as "What are we?", "What are major factors of the environment which had and will have an influence on our development?", "What does the environment in person of our stakeholders expects from higher education institution?", "What are the main requirements of the environment?", "How can we satisfy the requirements of the stakeholders which represent the environment?". Organizational analysis is like self-analysis or self-understanding of the higher education institutions which concerns studying the past and present situation of the organization in order to define the future priorities of development.

Process of the development of the SWOT analysis

Planning in a participative environment is the best way to ensure that a wider spectrum of the campus community will accept the strategic plan. Participation means that everyone affected by a process is involved in the decision making that leads to a final decision as well as with implementation. People almost always support changes they themselves have proposed23. SWOT analysis as a part of the strategic planning also should be conducted in a participative process.

SWOT analysis can be conducted in the form of discussion forums where participate members of the university, for example discussion of the SWOT analysis of the University Freiburg took 10 days. The groups of participants included newly appointed professors, deans and faculty directors, academic deans, representatives from mid-level faculty, directors of research centers, decision-makers from the central university administration, members of the staff council, doctoral candidates from all faculties, students from General Student Committee and the conference of departmental student committees, and the entire external university advisory council, as well as the mayor of the city and numerous members of the federal and state parliaments. All meeting were moderated by a member of the Rectorate. The SWOT process is thus already an expression of the successful governance structure and the special university culture of the university and of itself24.

"SWOT analysis also can be organized as meetings and discussions with members of the Presidium, decanates and directors of the central structural units".25

SWOT analysis conducted in participative way provides planners of higher education institution an opportunity to take into account different points of view on the environment and organization and define the most crucial factors which have impact on the development of the higher education institution.

The areas presented in the SWOT analysis of the higher education institutions.

Higher education institutions should define the organizational areas of activities and external factors which can be crucial for their further development and performance.

University also can do separate SWOT analyses of different areas:

* research and education (Universität für Bodenkultur Wien Entwicklungsplan 2012);

* research, education, valorization, support (Utrecht University Strategic Plan for 2012-2016, 2012), determines only strengths and weaknesses.

SWOT analysis can be done for whole university including all areas of its activities, in such case as strengths universities define:

* education:

* international Master programs (Technische Universität Dresden. Die Synergetische Universität, 2012);

* unique combination of the disciplines (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* broad educational portfolio (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* international cooperation (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* extensive experience in the area of student selection (Utrecht University Strategic Plan for 2012-2016, 2012);

* the largest Summer School in Europe, serving as a centre for internationalization (Utrecht University Strategic Plan for 2012-2016, 2012);

* attractive programs, international contacts and exchange programs (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011);

* internationality and international contacts (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* quality assurance system (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011);

* research:

* research performance, collaborative and interdisciplinary research, unity of education and research (University Freiburg Dialog Werkstatt, 2011);

* clear research profile (Entwicklungsplan der Justus-Liebig- Universität Gießen 2020, 2011);

* research potential, diverse research activities (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* cooperation with economy, universities and research institutes (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* research profile, for example Life Science Engineering (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* funding:

* strengthening of the third party funding (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* third party funding in terms of NOW grants (Utrecht University Strategic Plan for 2012-2016, 2012);

* human resources policy;

* (motivation of students and employees, promotion of junior researchers (Freiburg);

* research profile, cooperation with other research institutions (Technische Universität Dresden. Die Synergetische Universität, 2012);

* innovative policy for professors based around core chairs (Utrecht University Strategic Plan for 2012-2016, 2012);

* a broad range of instruments for the professionalization and assessment of teaching staff (Utrecht University Strategic Plan for 2012- 2016, 2012);

* governance:

* openness for reforms (Technische Universität Dresden. Die Synergetische Universität, 2012);

* openness for reforms, proactive change management, strategic active faculties and faculties with broad autonomy (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* new structure and organization (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* qualification and performance of the managers of the university (Uni Dusseldorf),

* efficient process management (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011);

* efficient management (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011);

* Internal processes, organization (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* structural and conceptual innovations (Technische Universität Dresden. Die Synergetische Universität, 2012);

* continuing dynamic development (Technische Universität Dresden. Die Synergetische Universität, 2012);

* valorization or knowledge and technology transfer (Technische Universität Dresden. Die Synergetische Universität, 2012; Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* effective cooperation with Utrecht-based knowledge institutions and local government at the Utrecht Scientific Park (Utrecht University Strategic Plan for 2012-2016, 2012);

* ensurence of the continued involvement of alumni, targeted postgraduate education and varied student communities (Utrecht University Strategic Plan for 2012-2016, 2012)

* successful business incubator (Utrecht University Strategic Plan for 2012-2016, 2012);

* launch of the platform for collaboration with business and institutions (Utrecht University Strategic Plan for 2012-2016, 2012);

* extensive experience in contract research and consultancy (Utrecht University Strategic Plan for 2012-2016, 2012);

* support:

* successful improvement of the enrolment procedure for students through the chain of University and faculty departments (Utrecht University Strategic Plan for 2012-2016, 2012);

* a structured relocation programme and cost decentralization, resulting in a considerable saving on expenditure (Utrecht University Strategic Plan for 2012-2016, 2012);

* location:

* attractiveness of university and region for students and employees (University Freiburg Dialog Werkstatt, 2011);

* attractive location (Technische Universität Dresden. Die Synergetische Universität, 2012; Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* position in the rankings (Technische Universität Dresden. Die Synergetische Universität, 2012), high position in rankings based on research achievement (Utrecht University Strategic Plan for 2012-2016, 2012), high position in national rankings (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011);

* infrastructure:

* central position in one of the strongest research (Technische Universität Dresden. Die Synergetische Universität, 2012);

* campus (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012; Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011).

European higher education institutions define weaknesses in the following areas:

* education:

* unfavorable ratio of students to academic teachers (Technische Universität Dresden. Die Synergetische Universität, 2012);

* continuing scientific education (Entwicklungsplan der Justus- Liebig-Universität Gießen 2020, 2011),

* quality of education, low level of expression of internationality in curriculum (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* students have criticized the manner in which the University prepares them for the labour market, and feel there is a certain disconnect between the education they receive and the actual labour market education (Utrecht University Strategic Plan for 2012-2016, 2012);

* low intake on some Master's programmes (Utrecht University Strategic Plan for 2012-2016, 2012);

* limited, small amount of programs (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011);

* research (strategic development of research, postdoctoral programs (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* funding:

* basic funding from state, funding for materials and personnel, possibilities to offer scholarships for junior researchers (University Freiburg Dialog Werkstatt, 2011);

* decline in the funding (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* the strategy for acquiring the funding (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* external funds, the university's focus remains overly national rather that extending to the EU (Utrecht University Strategic Plan for 2012-2016, 2012);

* growing scarcity of funds which has influence on education, implementation of the UU teaching model which is hampered (Utrecht University Strategic Plan for 2012-2016, 2012);

* human resources policy:

* recruitment of the personnel, promotion of the personnel (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* big part of temporary personnel (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* gender policy, small amount of female nominees for professor appointments (Utrecht University Strategic Plan for 2012-2016, 2012);

* support offered to researchers by the faculty research support offices during grant application procedures is not optimal (Utrecht University Strategic Plan for 2012-2016, 2012);

* governance:

* professionalism of governance structures, esp. at the faculty level (University Freiburg Dialog Werkstatt, 2011);

* fragmented faculty structure, unsatisfactory administrative support process (Technische Universität Dresden. Die Synergetische Universität, 2012);

* IT and resources management, marketing policy (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* lack of strategy alignment (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* traditional University marketing (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* lack of internationality strategy (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* alumni management (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* communication according to the top-down principle, increase of the bureaucracy in governance and delegation of the tasks to the faculties(Leipzig);

* weak communication (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* ranking (unsatisfied position in rankings (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* gender policy - low proportion of female full professors, low proportion of female graduates in MINT disciplines (Technische Universität Dresden. Die Synergetische Universität, 2012)

* valorization:

* current valorization activities are still too fragmented (Utrecht University Strategic Plan for 2012-2016, 2012);

* valorization is not yet regarded as a genuine core task throughout the organization (Utrecht University Strategic Plan for 2012-2016, 2012);

* limited number of postgraduate programmes (Utrecht University Strategic Plan for 2012-2016, 2012);

* cooperation with the corporate sector is not yet fully embedded throughout the entire organization (Utrecht University Strategic Plan for 2012-2016, 2012);

* infrastructure:

* historical laboratory buildings on main campus in need of major refurbishment to comply with modern requirements (Technische Universität Dresden. Die Synergetische Universität, 2012);

* outdated technical equipment (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* campus culture, small attention to the students life (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* student service (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* support - there is insufficient monitoring of the extent to which the services provided by the service centres reflect the wishes/demands of users at primary process level (Utrecht University Strategic Plan for 2012- 2016, 2012)

Higher education institutions define the opportunities in the following areas:

* governance:

* optimization of the governance processes and structures (University Freiburg Dialog Werkstatt, 2011);

* autonomy of the higher education institution (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* new communication technology (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* self-confidence and self-criticism (University Freiburg Dialog Werkstatt, 2011);

* ability to take purposeful action (University Freiburg Dialog Werkstatt, 2011);

* diversification and internationalization (University Freiburg Dialog Werkstatt, 2011);

* tradition and innovation (University Freiburg Dialog Werkstatt, 2011);

* identity and culture of the university (University Freiburg Dialog Werkstatt, 2011);

* education:

* Bologna-Process (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012)

* network with other higher education institutions in the region (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012; Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* Quality management (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* professional continuing education (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011).

* human resources policy (develop novel model of recruitment (Technische Universität Dresden. Die Synergetische Universität, 2012);

* gender policy (improve gender balance (Technische Universität Dresden. Die Synergetische Universität, 2012)

* infrastructure - exploiting the strengths of the Dresden research campus with regard to spectrum of research and teaching, developing a highly attractive city campus (Technische Universität Dresden. Die Synergetische Universität, 2012);

* research - expansion of research (Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012);

* valorization:

* cooperation with private business (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* partnership relationship with economy sector (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011)

* demographic changes: short-term increase in the number of the students (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

Higher education institutions admit the following threats:

* funding:

* state funding for the university; loss of revenue from tuition (University Freiburg Dialog Werkstatt, 2011);

* potential cuts in state funding in case of unsatisfactory outcome in the Excellence Initiative (Technische Universität Dresden. Die Synergetische Universität, 2012);

* decrease of the budget for the following years (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* increasing discrepancy between basic funding and third-party funding (University Freiburg Dialog Werkstatt, 2011);

* declining attractiveness for employees due to uncertain future (financial resources) (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* governance:

* increasing complexity of organizational structure and decision- making processes (University Freiburg Dialog Werkstatt, 2011);

* human resources (recruitment and retention problems due to non- competitive salaries (Technische Universität Dresden. Die Synergetische Universität, 2012);

* demographic changes:

* decrease in the number of students because of demographic reasons (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* competition is intensified by demographic changes (Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011);

* demographic changes, decrease in the number of eligible students (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011);

* education (absence of the professionals in the area of Fachdidaktiken (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* research (small amount of the research universities in the region (Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011);

* increase in the number of competitive organizations (private and state universities (Hochschulentwicklungsplan der Nordakademie 2011- 2016, 2011);

* increasing demands for the service provided by higher education institution, which contradicts the basic idea of independently organized study (Hochschulentwicklungsplan der Nordakademie 2011-2016, 2011).

SWOT analysis of faculties

Higher education institutions conduct SWOT analysis not only on the level of the whole organization for the development of the strategic plan of the university but also on the level of faculties in order to create the strategy of the faculty. Higher education institutions can apply SWOT analysis for the development of the strategic plan of the faculties, defining only strengths and weaknesses of the faculty.

For example the 'Struktur- und Entwicklungsplan der Universität Hohenheim' contains SWOT analysis of the faculties which are focused only on strengths and weaknesses. The strengths are defined in the following areas:

* education (faculty profile which ensures competitiveness on national and international level taking into consideration the quality of education);

* research.

As a weakness of their activity faculties define funding. In general the strengths and weaknesses are defined only in education and research (Faculty of Agriculture, Hochschule Hohenheim). But it is also possible to combine strengths with opportunities and weaknesses with threats (Faculty of Economy and Social Sciences). Defining strengths and opportunities in education and research, the faculty takes into consideration the position of the university in different rankings (Struktur- und Entwicklungsplan der Universität Hohenheim). Weaknesses and threads besides funding can also be defined in the area of human resources policy as it concerns inadequate staffing on the level of research personnel because their performance has a direct influence on the third party acquisition (Struktur- und Entwicklungsplan der Universität Hohenheim).

Conclusions

SWOT analysis is used not only for development of the strategy of the whole university but also on the level of faculties in the process of the strategic management.

Defining organizational areas of activities and external factors which can be crucial for their further development European universities admit that they have strengths in education, research, human resources policy, governance and location. Most of them connect their weakness with funding - 'decline of the state funding'. Universities regard as weaknesses their low position in rankings, problems with governance (professionalism of governance structures, esp. at the faculty level; fragmented faculty structure, unsatisfactory administrative support process, human resources policy as it concerns recruitment and promotion of the personnel.

SWOT analysis is the basis for the further successful strategy of the higher education institution. Higher education institutions can't outline its further strategic directions without defining clearly organizational and environmental factors which have a crucial influence on its development, performance and prosperity. University should analyze its previous failures and successes, its current situation and despite the fact that according to the strategic management, the future is regarded to be unpredictable, to make a forecast about environmental and organizational factors that will have an impact on higher education institution in future.

Besides regarding as a basis for the development of the strategy SWOT analysis can be considered as a controlling method because it involves analysis of the past successes and failures of the higher education institution. It is developed as the summarizing of the previous strategy and as the initial stage for the development of the following ones.

In order to eliminate the misuse of the SWOT analysis and justification of the decision of the people who do it, SWOT analysis, the same as the whole process of the strategic planning must be done in participative process with involvement of the external and internal stakeholders of the university. Planners and senior managers of the higher education institution should take into consideration opinions of different groups of the stakeholders in order to have a realistic picture about performance of the university and on the basis of this information to make rational decisions aimed at the development of the strategy of the university.

Footnote

1 Fumasoli T., Strategy as evolutionary path. Five higher education institutions on the move. PhD. dissertation. Universita della Svizzera italiana, 2011, p. 39.

2 Behm B., Berthold Ch., Developing Strategies for a Higher Education Institution and its Faculties/Departmants//Leadership and Governance in Higher Education, Volume No1, 2011, p.2-24.

3 Chermack T.J., Kasshanna B.K., The use and misuse of SWOT analysis and implications for HRD professionals // Human Resource Development International. - 2007. - No 10 (4), 2007, p. 383 - 399.

4 Behm, op.cit., p.17.

5 Mintzberg, H., Ahlstrand, B., Lampel J., Strategy Safari. A guided tourthrough the wilds of strategic management, 1998, p. 25.

6 Ibidem, p.23.

7 Guo Chen, Regional Development Scheme in china Using the Functions of University and its Adaptability to Other Developing Countries. Dissertation, 2006, p. 61.

8 See: Power, D.J., Gannon, M.J., McGinnis, M.A., and Schweiger, D.M., Strategic management ShUs (Reading, MA: Addison-Wesley), 1986.

9 See: Callan, P.M. (eds.), Environmental Scanning for Strategic Leadership, New Directions for Institutional Research, No52, San Francisco, Jossey-Bass, 1986.

10 See: Easterby-Smith, M., Change and Innovation in higher Education: A role for corporate Strategy? Higher education, No 16, 1987.

11 See: Reichel, A., Preble, J.F., 'Planning for Institutions of Higher Education - How to Analyse their Environment', Higher Education Management, Vol.1, No3, 1989.

12 Scheidegger, U.M., Management des Strategieprozesses an Universitaten. St.Gallen Beitrage zum unternehmerischen Wandel. Band 10. Bern, Stuttgart, Wien, 19, 2001.

13 Behm, op.cit., p.20.

14 Berthold Ch. SWOT-Analyse. Hilft die SWOT-Analysis bei der Entwicklung einer Hochschulstrategie?// Wissenschaftsmanagement. - 2009. No. 4, p. 25.

15 See: Dyson, R., Strategic development and SWOT analysis at the University of Warwick. European Journal of operational research, 2002, p.631-640.

16 Hochschulentwicklungsplan der Nordakademie 2011-2016, p. 19.

17 See: University Freiburg Dialog Werkstatt (2011).

18 Idem.

19 Idem.

20 Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016.

21 Utrecht University Strategic Plan for 2012-2016.

22 Fachhochschule Köln Forschungsstrategie 2015.

23 Rowley, D.J., Sherman, H., Implementing the strategic plan. Planning for Higher Education, 30, 2002, p.5-14.

24 University Freiburg Dialog Werkstatt, 2011.

25 Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, p. 28.

References

REFERENCES

Balamuralikrishna, R., Dugger, J., SWOT analysis: a management tool for initiating new programs in vocational schools.

http://www.paec.org/aboutpaec/departments/risk/safetymanual/5 ._hazard_identification/hazard_analysis

Behm B., Berthold Ch. (2011). Developing Strategies for a Higher Education Institution and its Faculties/Departmants//Leadership and Governance in Higher Education, Volume No1, S.2-24

Berthold, Ch., (2009), SWOT-Analyse. Hilft die SWOT-Analysis bei der Entwicklung einer Hochschulstrategie?// Wissenschaftsmanagement, No 4, S. 23-26.

Berthold Ch., SWOT-Analyse. Hilft die SWOT-Analysis bei der Entwicklung einer Hochschulstrategie?// Wissenschaftsmanagement. - 2009. -No 4. - S. 23-26.

Callan, P.M., (eds.) (1986), Environmental Scanning for Strategic Leadership, New Directions for Institutional Research, No52, San Francisco, Jossey-Bass.

Chermack T.J., Kasshanna B.K., (2007), The use and misuse of SWOT analysis and implications for HRD professionals // Human Resource Development International. - 2007. - No 10 (4). - pp. 383 - 399

Fachhochschule Köln Forschungsstrategie 2015

http://www.verwaltung.fh- koeln.de/imperia/md/content/verwaltung/dezernat5/sg52/forschung/ forschungsstrategie_201

Dyson, R., (2002), Strategic development and SWOT analysis at the University of Warwick. European Journal of operational research, pp.631- 640.

Easterby-Smith, M., (1987), Change and Innovation in higher Education: A role for corporate Strategy? Higher education, No16.

Entwicklungsplan der Justus-Liebig-Universität Gießen 2020, 2011,

http://geb.uni- giessen.de/geb/volltexte/2012/9003/pdf/JLU_2020_Entwicklungsplan.pdf

Fachhochschule Düsseldorf Hochschulentwicklungsplan 2012-2016, 2012

http://www.fh- duesseldorf.de/b_presse/publikationen/hep2012_2016.pdf

Fumasoli, T., (2011), Strategy as evolutionary path. Five higher education institutions on the move. PhD. dissertation. Universita della Svizzera italiana.

Guo, Chen, (2006), Regional Development Scheme in china Using the Functions of University and its Adaptability to Other Developing Countries. Dissertation.

http://www.kochi-tech.ac.jp/library/ron/2005/g11/D/1076007.pdf

Hochschulentwicklungsplan der HTWK Leipzig 2012 bis 2020, 2011

http://www.htwk- leipzig.de/fileadmin/rektorat/download_rektorat/HEP- Konzept_V13_2.pdf

Hochschulentwicklungsplan der Nordakademie 2011-2016,

http://www.yumpu.com/de/document/view/6147605/hochschule ntwicklungsplan-der-nordakademie-2011-2016

Mintzberg, H., Ahlstrand, B., Lampel J., (1998), Strategy Safari. A guided tourthrough the wilds of strategic management.

Power, D.J., Gannon, M.J., McGinnis, M.A., and Schweiger, D.M., (1986), Strategic management ShUs (Reading, MA: Addison-Wesley)

Reichel, A., Preble, J.F., (1989), 'Planning for Institutions of Higher Education - How to Analyse their Environment', Higher Education Management, Vol.1, No3.

Rowley D.J., H.D. Lujan, and M.G. Dolence, (1997), Strategic Change in Colleges and Universities: Planning to Survive and prosper. San Francisco: Jossey-Bass.

Rowley, D.J., Sherman, H., (2002), Implementing the strategic plan. Planning for Higher Education, 30, p.5-14.

Scheidegger, U.M., (2001), Management des Strategieprozesses an Universitaten. St. Gallen Beitrage zum unternehmerischen Wandel. Band 10. Bern, Stuttgart, Wien.

Struktur- und Entwicklungsplan der Universität Hohenheim 2007- 2011, 2007

https://www.uni-hohenheim.de/fileadmin/einrichtungen/ gleichstellung/SEP07.pdf

Technische Universität Dresden. Die Synergetische Universität, 2012

http://tu-dresden.de/aktuelles/news/Downloads/zuk

University Freiburg Dialog Werkstatt (2011)

http://www.dialogwerkstatt.uni-freiburg.de/projekte-en/swot-en

Universität für Bodenkultur Wien Entwicklungsplan 2012

http://www.boku.ac.at/fileadmin/_/unileitung/bdr/Rektorat/Ent wicklungsplan/2012_Entwicklungsplan.pdf

Utrecht University Strategic Plan for 2012-2016, 2012

http://www.uu.nl/university/utrecht/EN/profile/profileandmissio nstatement/Documents/SP_EN_def.pdf?refer=/university/utrecht/E

Valkanos, E., Anastasiou, A., Androutsou, D., (2006), The importance of SWOT Analysis for educational units that belong to the field of Vocational Education and Training. Decowe Conference: Ljubljana, Slovenia, 24-25 September 2009.

http://www.decowe.org/static/uploaded/htmlarea/files/Adamos_Anastasiou.pdf