Business Intelligence And The Quality Of Higher Education -the Case Of Algeria

Résumé: This study pulls together several crucial concepts presented in the domain of higher education. It sought to determine the existence of BI in the Algerian higher education; on the other hand, the study investigates the case of this sector toward the application of a quality assurance system. Using a hypothesis testing approach, the research model examines if there was a statistical significant impact of EI (BI in higher education) on the quality of Algerian HEIs. The study has been identified through an independent variable: EI which was measured using as sub-variables the culture of managers toward the application and use of EI, data and reporting tools, the experience of administrative staff, the investment in EI, and the governance; and a dependent variable: the quality of higher education with its seven dimensions of training, scientific research, governance, life at the university, infrastructures, relationship with socio-economic environment, and inter-university cooperation. To achieve the above objectives, two populations are targeted, and two questionnaires are developed and distributed to two samples. The findings reveal that there was a statistically significant positive impact of the culture, data and reporting tools, the experience of administrative staff, and the investment in EI on the quality of higher education. However, governance has no statistically significant influence on the quality of Algerian HE. The study recommends the Algerian Higher Education Ministry the need for attention to enhance its quality management ideology by offering more incentives and imposing obligations with an approach that focuses on changing the culture. Furthermore, implementing an external quality assurance system through peer-reviewing and conducting accreditation, benchmarking is another effective mechanism to conduct external reviewing.

Publié dans la revue: