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Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/15802
Title: Contribución de la inteligencia competitiva en el proceso de adaptación al EEES: el caso de las universidades españolas
Authors: Garcia Alsina, Montserrat
Director: Ortoll Espinet, Eva
Cobarsí Morales, Josep
Other: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Keywords: competitive intelligence
strategic information management
EEES adaptation
Issue Date: 24-Nov-2011
Publisher: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Type: Doctoral Thesis
Abstract: 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) which were the CI practices usually adopted by universities, and those that were developed during the adaptation process; b) which are the factors that influence de development of the CI practices; and c) which is the contribution of the CI practice to the adaptation process. The methodology employed is based in the mixed methods, with predominance of qualitative techniques. Sampling strategies, data collection and analysis has been developed in two sequential phases. The first phase explores the context of the CI practices in the university, using semi-structured interviews, done to a total of 47 university managers, (degree coordinators, deans and vice-rectors) belonging to 14 universities. The second phase collects data with an on-line questionnaire send to 258 managers, who were commissioned of 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 of their competition. Before the adaptation process, the universities had already implemented CI practices, but there were scarcely formalised, discontinuous, reactivate, and with tactical orientation. As a consequence of the adaptation process, the CI practice has been expanded and intensified, and had evolved to 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 inhibitors elements that need some actions to neutralise them. Finally, in some universities the CI practices has contributed to design innovative degrees adapted to the environment needs, and to strength 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 systematic of CI practices in the universities including, and the organisational formulas in universities.
Language: Spanish
URI: http://hdl.handle.net/10609/15802
Appears in Collections:Doctoral Thesis


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