57003 Business Information and Intelligence
UTS: Communication: Journalism Information and Media LearningCredit points: 8 cp
Result Type: Grade, no marks
Handbook description
This subject aims to provide an overview of the characteristics of business, the environmental factors and issues impinging on information need, and the information transfer processes, including the provision of information services, and information-seeking patterns identified as characteristic of business. Key considerations in this subject are: organisational decision making and management imperatives; internal and external information sources and services for business; information and competitive intelligence; determining an organisation's information and intelligence needs; environmental scanning and intelligence gathering. The subject emphasises enhanced capacity of organisations to maintain best business practice and business advantage through effective utilisation of information.
Subject objectives/outcomes
On completion of this subject students are expected to be able to:
- apply the general principles of information practice to the provision of business information and intelligence
- identify characteristics of business and the business environment which affect information behaviour and need, in particular the use of information as a contributor to best business practice and to competitive advantage
- identify the generators of information within and directed towards the business community
- analyse and assess the range and type of information resources available for business, and the specialised systems for the organisation and retrieval of these information resources
- apply principles of selection, evaluation, analysis, synthesis, and dissemination to information for the business community
- have an awareness of broad issues affecting the transfer and use of information in a business context.
Contribution to graduate profile
This subject provides students with the ability to access, select and use business information and to structure and design information for specific purposes. It also provides students with an understanding of how ideas and knowledge are generated within the business community. It provides students with examples of information roles in a business context.
Teaching and learning strategies
Teaching strategies will strive to promote interactive learning and to foster exploration extending beyond the classroom. The learning experiences available in this subject include lectures, discussion, reflection, practical computer laboratory sessions and may include guest lecturers from the business community. Active participation at all stages will be essential for successful completion of this course. Students will be expected to prepare for class discussions, using readings and computer exercises as required. The assessment for the subject provides the opportunity to put into practice the principles of selection, evaluation, analysis, synthesis, and delivery of information for business and competitive intelligence.
Content
A knowledge management framework will be utilised to examine topics such as:
- the nature and function of information services in public and private sector enterprises
- business organisations and their environments
- information behaviour of business groups
- strategic planning and the strategic value of information
- formal and informal, internal and external sources of information
- external information sources, essential to business and competitive intelligence, such as patents, legislation, demographics and statistics
- quality of business information/competitive intelligence — evaluating information
- analysis of business intelligence
- information transfer and services
Assessment
Assessment item 1: Environmental scanning report (individual assignment)
| Objective(s): | a, b, c, d, e |
| Weighting: | 40% |
| Task: | Students are to produce a technical environmental scanning report between 2,500 and 3,000 words in length, with a fully referenced bibliography (not included in the word count) on an industry sector by applying environmental scanning methods to a specific industry. This will allow students to demonstrate their knowledge of the breadth of information sources that are required by and available to businesses in both the public and private sector and their understanding of the role of environmental scanning in business. A list of industry sectors will be provided in Week 2. |
| Assessment criteria: |
|
Assessment item 2: Competitive intelligence report (individual assignment)
| Objective(s): | a, b, c, d, e |
| Weighting: | 35% |
| Task: | To compile a competitive intelligence report on an Australian company within the industry sector on which you did your environmental scan. This report (2,000 and 2,500 words) must give the purpose of the intelligence (tactical, strategic, monitoring, etc), and contain an appropriate range of information to support this. It is expected that the student not only finds and synthesises intelligence sources, but also includes a suitable level of analysis to support the stated purpose. The report must include an executive summary, and in an appendix, a brief summary (1-2 pages) that includes a) the search strategy and processes, including databases and search statements used (a search log should be kept, but not submitted) and b).a reflective paragraph of the mistakes, frustrations, how it might be done differently next time. The executive summary and appendix are NOT included in the word count. |
| Assessment criteria: |
|
Assessment item 3: Design of the architecture of an EIP (Enterprise Information Portal) (team-based assignment)
| Objective(s): | a, b, c, d, e, f |
| Weighting: | 25% (10% of which is for individual contribution) |
| Task: | This is a team-based assignment, HOWEVER, each student will also be graded on his/her individual contribution. To design the architecture of an EIP (enterprise information portal) for a major Australian company in the sector on which one of your team did an environmental scan. You need to identify the various groups of information users in the company and design the portal which provides easy access to the information resources which are used by these groups. One of these groups must be the Competitive Intelligence Unit. You will also need to include a) a brief report (1–2 pages) that outlines your rationale for and logic of your EIP structure, and b) an appendix outlining the responsibility of each member of the group in the preparation of the assignment. This design will be presented to the class. |
| Assessment criteria: |
|
Minimum requirements
Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.
Indicative references
Specific reading is assigned on a week-by-week basis in class. The reference list below is indicative of the texts used in the course.
Auster, E. and Choo, C. W. 1996, Managing Information for the Competitive Edge, Neal-Schuman Publishers, New York.
Bates, M. E. 1999, Super Searchers Do Business: The Online Secrets of Top Business Researchers, CyberAge Books, Medford, NJ.
Bates, M. E. 2001, Super Searchers Cover the World: The Online Secrets of International Business Researchers, CyberAge Books, Medford, N.J.
Blenkhorn, D.L. & Fleisher, C.S. (eds.) 2005, Competitive intelligence and global business, Praeger, London.
Burke, M. E. 2003, The phenomenal power of business intelligence: managerial skills for the 21st century. London: Europa Publications
-------- 1998, Navigating business information sources: a practical guide for information managers. London: Library Association Publishing
Burwell, H. P. 1999, Online Competitive Intelligence: Increase Your Profits Using Cyber-Intelligence, Facts on Demand Press, Tempe, Az.
Butcher, H. 1998, Meeting Managers' Information Needs, Aslib, London.
Clarke, T., & Clegg, S. 1998, Changing paradigms: the transformation of management knowledge for the 21st century. London: HarperCollins Business.
Cook, M., & Cook, C. 2000, Competitive intelligence: create an intelligent organization and compete to win. London: Kogan Page
Choo, C. W. 2002, Information management for the intelligent organization: the art of scanning the environment 3rd ed., Medford, NJ: Information Today
Fahey, L. 1999, Competitors: Outwitting, Outmanoeuvring and outperforming. New York: John Wiley & Sons
Fleisher, C. S. and B. E. Bensoussan (2007). Business and competitive analysis methods [electronic resource] : effective application of new and classic methods. Indianapolis Financial Times Prentice Hall
Fleisher, C. S. and Blenkhorn, D. L. 2003, Controversies in competitive intelligence : the enduring issues, Praeger, Westport, Conn.
--------(eds) 2001, Managing frontiers in competitive intelligence [electronic resource], Quorum Books, Westport, Conn.
Fuld, L. M. 1995, The New Competitor Intelligence : The Complete Resource for Finding, Analyzing, and Using Information About Your Competitors, John Wiley & Sons, New York.
Hussey, D. E., & Jenster, P. 2000, Competitor analysis: turning intelligence into success pp. 41-59, New York: Wiley.
Lowe, M. 1999, Business Information at Work, Aslib/IMI, London
McGonagle, J. J., & Vella, C. M. 2003, The manager's guide to competitive intelligence. Westport, Conn.: Praeger.
Miller, J. 2000, Millennium Intelligence: Understanding and Conducting Competitive Intelligence in the Digital Age, Information today, Medford, NJ.
Munro, I. 2004, Information warfare in business: strategies of control and resistance in the network society. London: Routledge
Murphy, C. 2005, Competitive intelligence: gathering, analysing and putting it to work, Gower, Burlington, VT.
Pollard, A. 1999, Competitor intelligence: strategy, tools and techniques for competitive advantage. London: Financial Times.
Porter, M. E. 1985, Competitive advantage: creating and sustaining superior performance. London: Collier Macmillan
--------1980, Competitive Strategy: Techniques for Analyzing Industries and Competitors, Free Press, New York.
Raisinghani, M. (ed.), 2004, Business intelligence in the digital economy: opportunities, limitations, and risks [electronic version]. Hershey PA: Idea Group Pub.
Sawyer, D. C. 2002, Smart services: competitive information strategies, solutions, and success stories for service businesses. Medford, N.J.: Information Today, Inc.
Skyrme, D. J. and Amidon, D. M. 1997, Creating the Knowledge-Based Business, Business Intelligence Ltd, London.
Vibert, C. 2004, An introduction to online competitive intelligence research: search strategies, research case study, research problems, and data source evaluations and reviews, Thomson Learning, Cincinnati, Ohio.
--------2000, Web-based analysis for competitive intelligence [electronic version], Quorum Books, Westport, Conn.
Vriens, D. (ed.), 2004, Information and communication technology for competitive intelligence [electronic version]. Hershey PA: Idea Group Pub.
ASSOCIATIONS
Society of Competitive Intelligence Professionals, includes FAQ. http://www.scip.org
WEBSITES
UTS Library website has extensive links to business information sources and sites.
Databases, books, articles and websites are referred to in class.
Other resources
DELIVERY MODE
This subject is being taught in a flexible delivery mode — much of the material will be web-based delivery. The class will not meet face-to-face every week (a new module will be put up on UTSOnline each week) and in some cases, the sessions will be held in synchronous mode, ie. all students must be logged into the network at the same time. If you don't have an Internet connection at home, a computer laboratory has been booked for your use during this time. It is expected that students will read the material and participate in the activities each week; part of your assessment will be your participation in both the synchronous and asynchronous discussions and tutorial activities.
The lecturer, in some cases, will lead the discussion; in other cases, the students will do so. In both cases, the lecturer will monitor and contribute to the discussions.
