Author: Montserrat Garcia Alsina
Programme: Doctoral Programme on the Information and Knowledge Society
Language: Spanish
Supervisors: Dr Eva Ortoll Espinet and Dr Josep Cobarsí Morales
Faculty / Institute: Internet Interdisciplinary Institute (IN3)
Subjects: Library and Information Science, Public Administration, Higher Education
Key words: Competitive intelligence, Strategic information management, Adaptation to the EHEA
Area of knowledge: Library and Information Science
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Summary
This dissertation studies the use of the competitive intelligence practice as a tool for the Spanish universities management, more specifically during the process to adapt the degree to the European Higher Education Area (EHEA). It answers three research questions: a) What were the CI practices usually adopted by universities, and those that were developed during the adaptation process? b) What are the factors that influence de development of the CI practices? And c) What is the contribution of the CI practice to the adaptation process?
The methodology employed is based in mixed methods, with a predominance of qualitative techniques. Sampling strategies, data collection, and analysis have been developed in two sequential phases. The first phase explores the context of the CI practices in the university, using semi-structured interviews, done with a total of 47 university managers, (degree coordinators, deans, and vice-rectors) belonging to 14 universities. The second phase collects data with an online questionnaire sent to 258 managers, who were commissioned through the adaptation process.
The results indicate differences between the usual practices of CI and those realised during the EHEA process, as a consequence of the regulation and the pressure that some centres have from their competition. Before the adaptation process, the universities had already implemented CI practices, but they were sparsely formalised, discontinuous, reactivate, and with tactical orientation. As a consequence of the adaptation process, the CI practice has been expanded and intensified, and has evolved into being periodic or continuous and more formalised, although they keep the tactical and reactive orientation. There are both enabler factors and inhibitor factors. The adaptation process propels the enabler factors. Nevertheless, there are still some inhibitor elements that need actions to neutralise them. Finally, in some universities the CI practices have contributed to design innovative degrees adapted to the environment needs, and to strengthen the ties between universities and social agents.
As a result there are two lines of research, one about the enabler and inhibitor factors of the CI practices, and the other about the systematics of CI practices in the universities included and the organisational formulas in universities.