Harnessing network-based intellectual capital in online academic networks. From the organizational policies and practices towards competitiveness

Abstract

Purpose The paper aims to investigate the standpoints and practices of university members from European developing countries regarding the harnessing of the intellectual capital (IC) within online academic social networks. Design/methodology/approach A questionnaire-based survey with 210 university members was conducted, with the indicators adopting prior measurement scales which were further adapted to a network framework. Findings The organizational policies and practices relate positively and highly significantly with the valuation of the network-based IC components. Moreover, 63 per cent of the professional and organizational competitiveness of higher education institutions is determined by the exploitation of the IC embedded in online academic networks. Research limitations/implications All survey respondents were from the European developing countries, which may limit the general applicability of the findings. Also, the emphasis is laid solely on online academic networks. Practical implications This paper brings to the fore both the potential and the state-of-the-art in leveraging the IC of online specialized networks which are indicative of the academic field. When acknowledged as such, the network-based IC is liable to generate substantial competitive advantages at the professional and organizational levels at the same time. Originality/value This research adds to the extant literature in two main ways. First, it advances a new construct – network-based IC – in the context of the online academic social networks. Second, it proposes a research model for addressing the network-based IC from a competitive advantage perspective.

Regional Innovation Systems and University Competitiveness

“…Knowledge transfer is generally measured by the indicators industry income (Hazelkorn 2015;Jiao et al 2016;Vătămănescu et al 2016;Wächter et al 2015;Zhang et al 2016) and patents (Casani et al 2013;Hazelkorn 2015;Jiao et al 2016;Leydesdorff and Meyer 2009;Wong and Singh 2009) but the indicators co-publications with industrial partners and spin-offs are also used (Wächter et al 2015). According to Vătămănescu et al (2016), knowledge transfer can be facilitated in environments that lack competition, that value and reward knowledge sharing with others. In order to create such a climate that could emphasize collaboration, the university management has to offer opportunities for personal development, reduced overload, employee consultations in regard with research tasks and management decisions, social activities between co-workers, mutual aid and informal communication at cross-organizational levels.…”

“…An example of a "best practice" is the Finnish Research and Innovation Council, which model has been applied in several countries, among which Sweden, the Netherlands, Hungary and Estonia. The transformation processes are highlighted in the developing countries, where universities and academics have to surpass the stage of adaptive learning and strive for generative learning through innovation and continuous changes (Vătămănescu et al 2016).…”

“…In such context, universities contribute to the creation and dissemination of new knowledge and the generation of intellectual capital -factors that are crucial for innovation and competitiveness in an entrepreneurial society (Minola et al 2016). According to Vătămănescu et al (2016), high organizational competitiveness results from value creation processes driven by a knowledgeable, intelligent and creative workforce. The three main components of intellectual capital are human capital, relational capital and structural capital:…”

“…Nowadays, the higher education policy is directed towards more entrepreneurial management, including innovation activities and development of institutional relations, establishment of joint research schemes, user innovation networks and university-to-business relations (Yordanova, 2018), as well as different joint programs for improving university performance as a relevant factor in shaping competitiveness in each specific region (Guerrero et al 2014;Jiao et al 2016;Jurášková et al 2015;Zhang et al 2016). The current transition to the knowledge-based economy and adaptation to constant environmental changes created the concept of "the entrepreneurial university", characterized by innovation through its research, knowledge exchange and external relations (Vătămănescu et al 2016). Wächter et al (2015) identified key entrepreneurial university activities related to teaching and learning such as lifelong learning, flexible learning paths, e-learning, blended learning and massive open online courses, student-centered learning approaches, interdisciplinary programmes, collaboration with the sectors of industry and business, and internationalisation of education.…”

“…Wächter et al (2015) identified key entrepreneurial university activities related to teaching and learning such as lifelong learning, flexible learning paths, e-learning, blended learning and massive open online courses, student-centered learning approaches, interdisciplinary programmes, collaboration with the sectors of industry and business, and internationalisation of education. The entrepreneurial universities develop regular and strong collaborations with businesses to find mechanisms to transfer and share knowledge, which is expected to lead to economic progress and competitiveness (Vătămănescu et al 2016).…”