Competitive Intelligence Education: Competencies, Sources, and Trends

Information Management Journal, Mar/Apr 2004 by Fleisher, Craig S

3. Scope ambiguity - Ongoing struggles have occurred within a few universities about where to put CI - in business, management, library and information sciences, information systems, journalism, military studies? Even within a business or management program, there are questions as to whether CI belongs in marketing, management information systems, or business policy/strategy. Others question whether CI is even a legitimate discipline, practice, profession, field, or area of study.

4. Economic trends - CI appeared to be taking off in the 1990s, as represented by a major growth in membership of the Society of Competitive Intelligence Professionals (SCIP), but then it waned. Past studies have demonstrated declines in the area during recessionary periods when organizations reduce staff numbers of what they deem less-essential functions.

Despite these difficulties encountered by CI in gaining acceptance within the university context, there have been some positive developments in CI education, particularly in the offerings developed by non-post-secondary institutions, consultants, and individual authors.

The Successful CI Practitioner

Although there is an unresolved debate about whether effective CI practitioners are born or made, it is important to understand the nature of those individuals being educated and the type of knowledge, skills, and abilities they are supposed to demonstrate. Not all those studying CI perform the same activities or are expected to demonstrate a universal competencies set. Indeed, as in many fields, CI practitioners often specialize in a handful of functions that are predominant in organizational practice.

Practitioners must possess specific competencies or knowledge, skills, and abilities to effectively execute the intelligence cycle. Knowledge, skills, and abilities are acquired from the interaction of 1) traits, 2) coursework, and 3) professional experience and observation (i.e., mentoring). The following competencies list was adapted from a group derived by CI educator Jerry Miller of Simmons College:

1. Traits - creativity, persistence, written and oral communication skills, analytical ability, understanding of scientific methodology, independent learning skills, and business savvy

2. Cognitive domains/Teachable skills - strategic thinking, business terminology, market research and presentation skills, knowledge of primary information sources and research methods; enhancement of journalistic interviewing and communication skills, analytical ability, and a familiarity with scientific methodology

3. Professional experience - knowledge of corporate power structures and decision-making processes, industry knowledge; enhancement of primary research skills, business savvy, and journalistic interviewing and observational skills

Different competencies also are required for various CI roles. The most common primary roles in CI are:

1. Researcher - using both primary and secondary sources, this individual is charged with gathering needed information to support the resolution of decisionmakers' critical intelligence needs. Researchers benefit from a large, established, readily available body of educational offerings.