Generation of intangible assets in higher education institutions

Abstract

Qualified human capital produces intellectual capital in institutions of higher education in the form of scientific articles and technological products, from the research processes. The objective of this study is to verify how the association between human capital (titling of teachers) and intellectual capital (production of intangible assets) occurs in graduate programs. This study is based on grounded theory. The academic production of the professors of a postgraduate program in the interdisciplinary area was analyzed. A search was made on the lattes platform of the National Council for Scientific and Technological Development (CNPq) to locate the curricula of the permanent teachers of the program and to elaborate the roadmap for data analysis starting in 2010. The results show that teachers have different productive profiles and that some are responsible for elevate the average intellectual output of the program. It is also possible to perceive the existence of internal networks of collaboration and the alignment with the expected profile of the scientific production of interdisciplinary programs. The promotion and management of intangible assets in a higher education institution are part of a strategic plan that should be described in the institutional development plan. The quality of the service offered and the balance of the finances of a higher education institution are determined in advance by the institutional development plan, the first document prepared by the Institution.

The role of university Knowledge Transfer Offices: Not just commercialize research outputs!

“…Relación entre variables Fuente (Presupuesto inicial)(Inversión en competencias core) (+) (Sergeevna & Yurievna, 2021;Cavallaro & Lepori, 2021;Stolze, 2021) (Inversión en competencias core)(Competencia core soporte financiero) (+) (Wardini, 2017;Rojas & Espejo, 2020;Tjahjadi et al, 2019) (Competencia core soporte financiero)(Competencia core investigación) (+) (Rojas & Espejo, 2020;Chau et al, 2017;Chyrva et al, 2020) (Competencia core investigación)(Productividad en investigación) (+) (Castillo, 2019;Muneeb et al, 2020;Walters et al, 2020) (Productividad en investigación)(Competencia core transferencia de conocimiento) (+) (Djikhy & Moustaghfir, 2019;Rojas & Espejo, 2020;Tjahjadi et al, 2019) (Competencia core transferencia de conocimiento)(Competencia core soporte financiero) (+) (Pokrovskaia et al, 2019;Zhou & Tang, 2020) (Estrategias de mercadeo)(Competencia core transferencia de conocimiento) (+) (Cheng et al, 2016;Suomi et al, 2019;Papic & Sušilović, 2018) (Inversión en calidad)(Calidad en IES) (+) Rojas & Espejo, 2020;Leiber, 2019;Gunn & Mintrom, 2017) (Calidad en IES)(Competencia core investigación) (+) (Rojas & Espejo, 2020;Weinstein et al, 2021) (Calidad en IES)(Capital intelectual) (+) (Calidad en IES)(Capital estructural) (+) (Calidad en IES)(Capital relacional) (+) (Nunes-Silva et al, 2019;Tjahjadi et al, 2019) (Satisfacción desempeño docente)(Competencia core sistema académico y educativo) (+) (Zalite & Zvirbule, 2020;Zhao et al, 2020;Kamarulzaman et al, 2018) (Competencia core sistema académico y educativo)(Competencia core imagen) (+)…”

“…Asimismo, la calidad en los servicios educativos que son ofertados en IES, se encuentra vinculada con los lineamientos establecidos en los Planes de Desarrollo institucionales, los cuales deberían promover la gestión de activos intangibles de capital intelectual en la institución (Nunes-Silva et al, 2019). Es de aclarar que dichos planes han incluir acciones de mejoramiento que permitan proporcionar servicios educativos de calidad y mejorar la competitividad global de las IES (Fernandes & Singh, 2021).…”

Evaluating higher education (HE) work design to sustain academics' work–life balance

“…control, workload, rewards and funding) or non-tangible (i.e. emotional support, teaching/research infrastructure and work process) (Nunes-Silva et al. , 2019) but in principle must provide fluidity for academics to switch efficiently between different tasks.…”

Indicators To Evaluate Research Efficiency in Higher Education Institutions

“…However, the concept of an intangible asset is broader. It is legitimate to categorize as intangible assets all intangible rights that have economic value for the institution, thus being able to extrapolate the items presented in the concept of intellectual capital (Silva et al, 2018;Nunes-Silva et al, 2019). It is also possible to identify several classifications for intangible assets.…”