Adopting the Management of Big Data Systems and its Impact on Institutional Excellence: A Field Study in Saudi Public Universities

Authors

DOI:

https://doi.org/10.35516/edu.v50i3.3183

Keywords:

Saudi Arabia, institutional excellence, universities, big data management, Big data

Abstract

Objectives: To identify the reality of Saudi public universities' adoption of the approach to managing big data systems and the impact of this on their achievement of institutional excellence.

Methods: The analytical descriptive approach was used and a questionnaire was prepared to measure the management of big data systems, consisting of (20) items, in addition to the use of the excellence model criteria tool for the King Abdulaziz Quality Award, and applied them to a simple random sample of (480) employees in (5) Saudi universities.

Results: The results of the study showed that the surveyed universities' adoption of the big data systems management approach and their degree of institutional excellence of them were moderate from the point of view of their employees. The results of the regression analysis showed that there is a positive, statistically significant effect at the significance level (α ≤ 0.05) for the level of Saudi public universities’ adoption of the approach to managing big data systems on the degree of their institutional excellence. The highest effect of adopting this approach was on the dimension related to focus on the beneficiary, followed by the dimension of operations management, and then the strategic planning dimension.

Conclusions: The study recommended the need for Saudi universities to adopt the management of big data systems as an important input for achieving the desired institutional excellence in light of the Kingdom's orientations towards achieving Vision 2030.

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Published

2023-10-23

How to Cite

Bin Jomah, N. A. . . (2023). Adopting the Management of Big Data Systems and its Impact on Institutional Excellence: A Field Study in Saudi Public Universities. Dirasat: Educational Sciences, 50(3), 349–364. https://doi.org/10.35516/edu.v50i3.3183

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Section

Articles
Received 2022-11-30
Accepted 2023-02-05
Published 2023-10-23