Capacities, competences and capabilities as knowledge structures to build relational capital

Abstract

Purpose This paper aims to investigate the relationship between relational capital produced by universities and knowledge structures, which include both the capacities and competencies that students have learned and the capabilities they have put into practice. Design/methodology/approach To analyse research data and test the proposed model, partial least squares structural equation modelling (SmartPLS 3.2.9) is used on a sample of 125 students of a Spanish university. Findings The results of the study demonstrate that the creation of relational capital by universities will depend largely on how students’ capacity is supplemented and merged with students’ competency to develop synergies that increase the students’ capability to give an additional value to the community members. Originality/value This study allows an in-depth analysis of the cause and effect link between the knowledge structures and support the members of higher educational institutions to understand how to achieve relational capital in universities.

Knowledge-based dynamic capabilities: a scientometric analysis of marriage between knowledge management and dynamic capabilities

“…This cluster also highlights the role of organizational learning (March, 1991; Spender, 1996) and social capital (Nahapiet and Ghoshal, 1998) in creating competitive advantage for the firm (Peteraf, 1993). Cluster II contains 12 articles that present the evolution and growth of DCV (Ambrosini and Bowman, 2009; Barreto, 2010; Cepeda and Vera, 2007; Collis, 1994; Eisenhardt and Martin, 2000; Helfat, 2007; Helfat and Peteraf, 2003; Teece, 2007; Wang et al , 2007; Winter, 2003; Zahra et al , 2006; Zollo and Winter, 2002). Cluster III, comprising 10 articles, focuses on the issues related to KM (Alavi and Leidner, 2001) and absorptive capacity (Cohen and Levinthal, 1990; Zahra and George, 2002) including research methods (Fornell and Larcker, 1981; Podsakoff et al , 2003) that explain the mediation and moderation potential (Baron and Kenny, 1986) of KM systems and capabilities (Gold et al , 2001).…”

“…Cluster II consists of 14 major studies, namely, Barrales-Molina et al (2014), Bendig et al (2018), Cepeda and Vera (2007), Chen and Fong (2012), Falasca et al (2017), Han and Li (2015), Lin et al (2016), Martín-de Castro (2015), Nieves et al (2016), Schneckenberg Truong and Mazloomi (2015), Shang et al (2009), Singh and Rao (2016), van Reijsen et al (2015) and Wohlgemuth and Wenzel (2016). The cluster is characterized by five representative studies, namely, Cepeda and Vera (2007), Shang et al (2009), Barrales‐Molina et al (2014), Bendig et al (2018) and Wohlgemuth and Wenzel (2016).…”

“…In sum, KM process capabilities ensure effective and efficient utilization of knowledge resources to produce knowledge synergies (Kaur, 2019), which, in turn, enhance organizational learning and innovation (Del Giudice and Della Peruta, 2016;Gaviria-Marin et al, 2018). Given that KM process capabilities are important competitive assets (Ferraris et al, 2017), these can be exploited by organizations to achieve strategic ambidexterity (Dezi et al, 2019), sustained competitiveness (Cegarra-Navarro et al, 2021) and superior organizational performance (Ferraris et al, 2018).…”

Revisiting online academic networks within the COVID-19 pandemic – From the intellectual capital of knowledge networks towards institutional knowledge capitalization

“…Cegarra-Navarro et al (2021) pointed out that the relationship between the university and the labor market is a process of mutual adaptation between the institution and society, through which greater confidence and services are adjusted to the needs of society. In this process, online academic networks affiliation is a way to regulate and support the transition of a competent student into a satisfied society (Cegarra-Navarro et al, 2021;Wang et al, 2003). In this vein, other studies have shown indirect career advantages given by online academic networks in relation to the exploitation of relational capital (Han et al, 2020;V at am anescu et al, 2016).…”

“…Relational capital involves the intensity and quality of an organization's relationships and collaboration with its external stakeholders (Goddard, 2003). As noted above, this mutual adaptation process creates value in the higher education institution, as it increases the value perceived by society (Cegarra-Navarro et al, 2021). The literature highlights the importance of relational capital for varied organizations, including research and/or higher educational institutions (Bamber and Elezi, 2020).…”