Umm Al-Qura University

Umm Al-Qura University

Competitive Intelligence at Umm Al-Qura University from the Viewpoint of Faculty Members


- 2024/10/28

Hawazen Mohammed Abdul Wahhab Nooh*
Assistant Professor, Department of Educational Administration & Planning, College of Education, Umm Al-Qura University, Makkah, Saudi Arabia
Volume:16 | Issue: 2 | Pages:16-29 | June 2024 | https://doi.org/10.54940/ep94559593 | PDF
Received:20/5/2024 | Revised:26/5/2024 | Accepted:3/6/2024
*Corresponding author: [email protected]

 

Abstract

The current study aims to introduce the availability degree of the competitive intelligence dimensions (Planning and Focus - Collecting Data - Analysis - Publishing) at Umm Al-Qura University from the viewpoint of faculty members and reveal statistically significant differences between the averages of faculty members’ responses in the availability degree of competitive intelligence dimensions due to variables (Gender - Academic Degree - Number of Experience Years). The study has adopted the descriptive survey approach, and the necessary data was collected from the study sample using a questionnaire that was applied to a sample of (797) faculty members at Umm Al-Qura University. The study reached the following prominent findings: The availability of competitive intelligence dimensions (Planning and Focus - Collecting Data - Analysis - Publishing) at Umm Al-Qura University from the viewpoint of faculty members was moderate. The study concluded that there are no statistically significant differences between the averages of the study sample’s responses in determining the availability degree of competitive intelligence dimensions due to the variable (Gender), and they appeared for the variables (Academic Degree and Number of Experience Years).

Keywords

Competitive Intelligence, Faculty Members, Umm Al-Qura University.

How to Cite 

Nooh, H. (2024). Competitive Intelligence at Umm Al-Qura University from the Viewpoint of Faculty Members. Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(2), 16-29. https://doi.org/10.54940/ep94559593

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