Strategic Competitor Analysis Project

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Each year, the University carries out a crucial business exercise in which our competitor set is strategically analysed. This piece of work is distributed throughout the institution and forms part of a wider dissection that allows us to benchmark against our competitive group.

As part of the Finance Department’s student engagement initiative, we are now giving all 2nd and 3rd year students (from all disciplines) the opportunity to carry out this analysis with the support of a Senior Finance Manager; students will be pitted against each-other before the winners are placed in a team with the ultimate goal of presenting their findings to the University’s Board of Governors.

This is a great chance to boost your CV and industry experience as well as an excellent networking opportunity.

An example of 2014’s project is below:

2014’s successful team, with Senior Finance Mentor, Iain Waite.


2 Stage Process:

Stage 1: Individuals Analyse a competitor each
Stage 2: Winners of each competitor analysis form a team to present their findings as a group to the University’s Board of Governors

There are 5 identified strategic competitors Lincoln analyses itself against, these are;

  • University of East Anglia
  • University of Hull
  • University of Essex
  • University of Kent
  • Oxford Brookes University

Take each of these institutions and gather information on the following key areas;

  • Income Streams
  • Expenditure
  • Research
  • Other
  • Investment

Look at each of these areas to find out where the universities perform best, identifying any key information as to why this may be from a range of sources…find the story behind the numbers.

For example: An income stream can include the University’s halls of residences, look into the number of residences owned by each university, which can be found on their websites, and the fee paid per room. Also think about any changes in the sector overall that may affect each university’s income i.e. tuition fee rate and student numbers.


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