Employing SWOT Analysis in Coursework on the Geographies of Regional Economic Development and Trade

Kalafsky, Ronald V.; Sonnichsen, Tyler

doi:10.1080/00221341.2014.980438

Cited by 4 publications

(2 citation statements)

References 41 publications

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“…In addition, the application of the techniques in the classroom was discussed to emphasize the process of the acquisition of knowledge by the students (Goldschmidt, 1991;Goldschmidt, 1992;Otto, Gustavsson, & Geil, 2011;Tafahomi, 2020;. Some research presented the integration of the graphical and nongraphical data with the mapping process (Brewera, MacEachrena, Pickleb, & Herrmann, 1997;Curtis, 2012;Ercoskun, 2012;Fadel, Rachid, El-Samra, & Boutro, 2013;Kalafsky & Sonnichsen, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…For instance, a study highlighted SWOT as a meta-analysis level to summarise and re-categorise other research techniques (Vermeersch & Vandenbroucke, 2014) although Pavelsky and colleagues argued that SWOT has limitations in the experimental analysis (Pavelsky, et al, 2014). Moreover, other studies recommended that SWOT can be integrated with other techniques such as AHP (Analytic Hierarchy Process) (Kurttila, Pesonen, Kangas, & Kajanus, 2000;Etongo, Kanninen, Epule, & Fobissie, 2018), ANP (Analytic Network Process) (Sevkli, Oztekin, Uysal, & Torlak, 2012), and experimental inquiries (Pavelsky, et al, 2014), perception and feelings (Curtis, 2012), ecosystem and environment (Scolozzi, Schirpke, Morri, & D'Amato, 2014), and geography (Kalafsky & Sonnichsen, 2015) as a complementary technique. Another group of studies criticized that SWOT includes deficiencies that application of SWOT requires to be developed through other methods (Ghazinoorya, Abdia, & Mehrb, 2011), which was recommended a hybrid method for increasing the usability of SWOT (Kurttila, Pesonen, Kangas, & Kajanus, 2000).…”

Section: Relevant Studies On Swot and Mappingmentioning

confidence: 99%

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The Interpretation of Graphical Features Applied to Mapping SWOT by the Architecture Students in the Design Studio

Tafahomi¹,

Nadi²

2021

JDS

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The purpose of this study is to gain an understanding of how the architecture students deploy a range of graphical features to visualize SWOT, standing for Strengths, Weaknesses, Opportunities, and Threats. Architectural design studios provide students with a range of analytical techniques, and SWOT analysis is considered to be useful and effective, particularly at urban-scale design projects. However, it is a text-based framework and needs to be converted to thematic analysis maps across architecture and design fields. The main issue is that the determining factors affecting the way in which students choose graphical features to map the outputs of SWOT analysis is unclear at architectural design studios. The research employed qualitative methods, specifically observation, focus group, and graphical analysis, to examine SWOT maps produced by the architecture students. The findings demonstrated that the selection of graphical features in the process of producing SWOT analysis maps are dependent on scale of study (macro, meso, and micro), as well as location, spatial connection, and size of elements derived from SWOT matrix. For instance, lines and planes were most frequent features at macro level while the variety of symbols remarkably increased at micro level. In conclusion, the students personalized the process of mapping, meaning that they applied point, line, plane (shape), color, texture, and typography in several different ways. Therefore, SWOT analysis not only help architecture students to better understand the problems of their design projects, organize and consolidate information, and visualize opportunities and constraints, but could lead to the representation of realistic solutions in an innovative way.

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