Proceedings of the 3rd European Conference on Intellectual Capital

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Maria de Lourdes Machado and Odília Gouveia Source: Verhaegen, P. (2005). Academic talent: Quo vadis? Recruitment and retention <strong>of</strong> faculty in <strong>European</strong> business schools. Journal <strong>of</strong> Management Development, 24(9), 807-818. These results “[...] could not only help <strong>the</strong> school in identifying its main bottlenecks in <strong>the</strong> recruitment and retention <strong>of</strong> academic talent, but it can also help <strong>the</strong> school to assess its competitive position and identify its unique selling points and help to design an effective pr<strong>of</strong>iling strategy” (Verhaegen, 2005, 815). A study based on academics from 14 countries (Australia, Brazil, Chile, USA, UK, Germany, Israel, Hong Kong, The Ne<strong>the</strong>rlands, Korea, Japan, Russia, Sweden and Mexico) (Boyer et al. 1994, in Ssesanga and Garrett 2005) suggested that <strong>the</strong> academic satisfaction was greatly influenced by <strong>the</strong> courses taught and <strong>the</strong>ir relationships with <strong>the</strong>ir colleagues. The “International Study on <strong>the</strong> Academic Pr<strong>of</strong>ession” (Altbach, 1996; Enders and Teichler, 1995, 1997; all in Enders 1999) examined <strong>the</strong> academic pr<strong>of</strong>ession in four <strong>European</strong> countries (Western Germany, <strong>the</strong> Ne<strong>the</strong>rlands, Sweden and England), Japan and <strong>the</strong> U.S. Academics criticized negatively some areas such as <strong>the</strong> resources for <strong>the</strong>ir work and <strong>the</strong> teaching-related work load; junior academic staff in diverse countries considered problems <strong>of</strong> job security and lack <strong>of</strong> opportunities for career advancement. For instance Küskü (2001) analyzed <strong>the</strong> satisfaction level <strong>of</strong> <strong>the</strong> academic staff <strong>of</strong> a state university in Istanbul find out that <strong>the</strong> most important factors were “Pr<strong>of</strong>essional Satisfaction” and “Institutional Job Satisfaction” followed by “Colleague Competition Level Satisfaction” and “Colleague Relations Satisfaction”. Clery (2002) give us information about <strong>the</strong> National Survey <strong>of</strong> Postsecondary Faculty (NSOPF), a survey <strong>of</strong> college and university faculty members carried out by <strong>the</strong> U.S. Department <strong>of</strong> Education. The vast majority <strong>of</strong> faculty members were satisfied with <strong>the</strong>ir jobs. The participants were most satisfied with <strong>the</strong> autonomy <strong>the</strong>y had to decide <strong>the</strong> content <strong>of</strong> <strong>the</strong>ir own courses and least satisfied with <strong>the</strong>ir salaries. Part-time faculty members expressed more satisfaction than <strong>the</strong>ir full-time counterparts, appearing to be desirable <strong>the</strong> flexibility <strong>of</strong> part-time work. Santhapparaj and Alam (2005) in <strong>the</strong>ir study in Malasia concluded that pay, promotion, working condition and support <strong>of</strong> research had positive effect on job satisfaction and, contrary to this, fringe benefits and support <strong>of</strong> teaching had negative effect on this satisfaction. Ward and Sloane (2000) found three factors which influence overall job satisfaction: a) opportunities to use <strong>the</strong>ir own initiative; b) <strong>the</strong> relationship with <strong>the</strong>ir colleagues and c) <strong>the</strong> actual work. Moreover <strong>the</strong> authors found that <strong>the</strong> least influencing factors were promotion prospects and salary. Stevens (2005) analyses <strong>the</strong> job satisfaction <strong>of</strong> academics using a dataset <strong>of</strong> over two thousand academics from ten English higher education institutions states that <strong>the</strong>re are three separate set <strong>of</strong> factors which determine <strong>the</strong> job satisfaction <strong>of</strong> academics: 1) <strong>the</strong> non-pecuniary elements <strong>of</strong> <strong>the</strong> job – relations with <strong>the</strong> manager, being able to use <strong>the</strong>ir own initiative, <strong>the</strong> hours <strong>the</strong>y work; relations with colleagues and physical work conditions -; 2) <strong>the</strong> pecuniary elements <strong>of</strong> <strong>the</strong> job - salary and total earnings -; and 3) longer term prospects - promotion prospects and job security. Moreover <strong>the</strong>re are several studies founding that job stress influences <strong>the</strong> employees‟ job satisfaction and <strong>the</strong>ir performance (Stamps and Piedmonte, 1986; Cooper et al., 1989; Vinokur-Kaplan, 1991; Fletcher and Payne, 1980; Landsbergis, 1988; Terry et al., 1993; Cummins, 1990; all in Ahsan, Abdullah, Fie and Alam 2009). However, many <strong>of</strong> <strong>the</strong> previous studies were conducted in countries such as US, Japan and some <strong>European</strong> countries (UK, Germany, The Ne<strong>the</strong>rlands and Sweden). This study intends to explore <strong>the</strong> factors that impact Portuguese academic careers. In so doing, we hope that we can identify <strong>the</strong> contributing factors satisfaction or (dis)satisfaction and <strong>the</strong>refore influencing and amplifying Intellectual capital. 2.3 Academic satisfaction and <strong>the</strong> organizational intellectual capital Nerdrum and Erikson (2001, 127) define “intellectual capital as individuals‟ complementary capacity to generate added value and thus create wealth”. OECD (1999, in Nerdrum and Erikson 2001: 127) 202
Maria de Lourdes Machado and Odília Gouveia defines intellectual capital as `”<strong>the</strong> economic value <strong>of</strong> two categories <strong>of</strong> intangible assets <strong>of</strong> a company'', that is, organizational and human capital. Higher education colleges, institutes and universities are among <strong>the</strong> oldest institutions in <strong>the</strong> world. Throughout time, academic institutions have sought to respond to <strong>the</strong> demands <strong>of</strong> endlessly changing and evolving environmental conditions <strong>of</strong> society (Altbach, 2004; Castells, 2001). Moreover, <strong>the</strong> academy‟s contribution to scientific and technological advancements is premier and unparalleled in all <strong>of</strong> recorded history (Gibbons, 1998; Guruz, 2003). Higher education institutions represent <strong>the</strong> most meaningful symbol <strong>of</strong> intellectual, economical, cultural and social life <strong>of</strong> <strong>the</strong> community in general. Besides, and according to Amiri et al (2010, 98- 99), “…<strong>the</strong> competitive advantage <strong>of</strong> organizations is based on <strong>the</strong> ability to exploit knowledge resources”. Moreover, <strong>the</strong> authors stressed “Today, intellectual capital (IC) is widely recognized as <strong>the</strong> critical source <strong>of</strong> true and sustainable competitive advantage. Knowledge is <strong>the</strong> basis <strong>of</strong> IC and is <strong>the</strong>refore at <strong>the</strong> heart <strong>of</strong> organizational capabilities”. Thus, <strong>the</strong> intellectual capital is one <strong>of</strong> <strong>the</strong> most important aspects <strong>of</strong> <strong>the</strong> competitiveness <strong>of</strong> an institution <strong>of</strong> higher education. Besides, Ulrich (1998, in Nerdrum and Erikson 2001) conceptualized intellectual capital as a multiplicative function <strong>of</strong> competence and commitment. An important constituent group within higher education institutions is <strong>the</strong> faculty or academic staff. The academic staff is a key resource that has a major role to continuously generate and grow knowledge and <strong>the</strong>refore contributing to a competitive advantage <strong>of</strong> <strong>the</strong> institution. Academia is an institution charged with <strong>the</strong> discovery and dissemination <strong>of</strong> knowledge in our society. So, it´s important to have high quality staff, in particular, academic staff, with high intellectual capital. Job satisfaction is part <strong>of</strong> intellectual capital as pointed out by Amiri et al. (2010, 100) “Employees‟ attitude is <strong>the</strong> s<strong>of</strong>t part <strong>of</strong> IC, including <strong>the</strong>ir motivation for work and satisfaction from work.” According to Jones; Meadow and Sicilia (2009) higher education institutions establish strategic plans to achieve <strong>the</strong>ir goals. Never<strong>the</strong>less, <strong>the</strong>se plans may be successful only if <strong>the</strong> needed resources are available. One <strong>of</strong> <strong>the</strong> most valuable resources <strong>of</strong> higher education institutions are <strong>the</strong> expertise <strong>of</strong> its faculty and staff; its intellectual capital. “Therefore, if a university effectively measures and manages <strong>the</strong>se valuable resources, it can more effectively create and deploy strategies to achieve its goals” (Jones, Meadow and Sicilia, 2009, 113). In this context, this study aims to identify <strong>the</strong> determinants <strong>of</strong> satisfaction or dissatisfaction <strong>of</strong> academic staff in Portuguese higher education institutions, in order to help higher education institutions management to promote academic job satisfaction and, as consequence, to improve organizational intellectual capital. 3. Methodology This study is being conducted in both public and private Portuguese higher education institutions. Several methodologies are being utilized to ga<strong>the</strong>r <strong>the</strong> data and information needed for this study: 1) quantitative survey data ga<strong>the</strong>ring, 2) qualitative interview data ga<strong>the</strong>ring and 3) qualitative document examination. The sample is <strong>the</strong> all universe <strong>of</strong> faculty members including all sub-groups (pr<strong>of</strong>essor, researcher, part-time, full-time, etc.), and institutional type <strong>of</strong> Portuguese higher education institutions (public-private, university-polytechnic, etc.). All quantitative data collected will be placed in a comprehensive database reflecting a national sample <strong>of</strong> academic staff members. The database and its subsequent analyses will be performed with <strong>the</strong> Statistical Package for <strong>the</strong> Social Sciences (SPSS). O<strong>the</strong>r findings will yield qualitative results relating to human resources management policies, practices and related factors affecting <strong>the</strong> development <strong>of</strong> careers. 4. Implications This ongoing study aims to answer <strong>the</strong> research questions already referred in order to help Portuguese higher education institutions (HEIs) and <strong>the</strong>ir leadership to identify <strong>the</strong> determinants for recruitment and retention <strong>of</strong> academic staff, to attract academic talents and to assist institutions to assess <strong>the</strong>ir competitive position. Fur<strong>the</strong>rmore, <strong>the</strong> realization <strong>of</strong> this study aims to provide a diverse range <strong>of</strong> information on multiple dimensions <strong>of</strong> <strong>the</strong> faculty job in higher education, in particular dimensions <strong>of</strong> satisfaction, as well as dimensions <strong>of</strong> <strong>the</strong> academic career and <strong>the</strong> pr<strong>of</strong>essional context in which it is exercised. From a practical point <strong>of</strong> view, <strong>the</strong> findings from this project should heighten 203
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Proceedings <stron
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. Hier
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Preface These proceedings represent
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educating through ‘hands on’ co
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Ibrahim Elbeltagi is a Senior lectu
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Theodora Ngosi has a PhD in Compute
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José Vale is an invited assistant
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Social Knowledge: Are you Ready? 1
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John Girard don’t know.” (Benne
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John Girard The real question becom
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John Girard our belief that many le
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John Girard organizations to gain k
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Intellectual Capital Accounting - H
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Academic Research Papers 15
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Khodayar Abili and Mahyar Abili The
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Khodayar Abili and Mahyar Abili Nah
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Khodayar Abili and Mahyar Abili Tim
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Knowledge Transfer in Romanian Univ
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Simona Agoston et al. Table 1: Know
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Simona Agoston et al. homoscedastic
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Simona Agoston et al. included in <
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A Modeling Approach to Intellectual
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Eckhard Ammann (referring to <stron
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Eckhard Ammann Figure 2: The IC spa
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Eckhard Ammann section 2. They are
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Eckhard Ammann From an overall pers
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Sorin Anagnoste and Gabriela Dumitr
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Gabriela Atanasiu and Florin Leon T
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Gabriela Atanasiu and Florin Leon
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Gabriela Atanasiu and Florin Leon B
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Gabriela Atanasiu and Florin Leon a
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Developing and Implementing Strateg
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2. Technology, faculty, and staff B
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Learning programs Individual poten
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Bob Barrett facts with the<
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Intellectual Capital Dynamics withi
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Ruxandra Bejinaru and Stefan Iordac
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Education and Training Practice Str
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Andrea Bencsik et al. We wanted to
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Andrea Bencsik et al. In this sampl
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Table 4: Types of
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References Andrea Bencsik et al. An
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Ayşen Berberoğlu and Emine Ünar
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Ayşen Berberoğlu and Emine Ünar
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Table 7: Descriptive statistics Ay
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Knowledge Dynamics Modeling Using A
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Constantin Bratianu et al. will hav
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Constantin Bratianu et al. 5. a) Gi
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Constantin Bratianu et al. 5. Data
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Constantin Bratianu et al. Nissen,
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2. Technology and infrastructure Sh
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Sheryl Buckley and Apostolos Gianna
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Donley Carrington and Mike Tayles t
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Donley Carrington and Mike Tayles f
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Donley Carrington and Mike Tayles l
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Donley Carrington and Mike Tayles i
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Donley Carrington and Mike Tayles G
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John Dumay and Jim Rooney on a more
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John Dumay and Jim Rooney Taking <s
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John Dumay and Jim Rooney “For ex
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John Dumay and Jim Rooney Mouritsen
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Marziye Ehrami et al. 1. Creation
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Marziye Ehrami et al. Note: In 2005
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Earnings Quality and Othe</
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Magdi El-Bannany resource-based per
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Magdi El-Bannany Based on this argu
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Magdi El-Bannany Table 2: Descripti
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Magdi El-Bannany variable equal to
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Magdi El-Bannany Edvinsson, L. & Ma
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Ahmed Elsetouhi and Ibrahim Elbelta
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Ahmed Elsetouhi and Ibrahim Elbelta
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Page 182 and 183: S&P 500 Market Cap ($ billions) 14,
Page 184 and 185: Tatiana Garanina and Yana Pavlova T
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Page 192 and 193: Impact of Investme
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Page 216 and 217: Maria de Lourdes Machado and Odíli
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Page 222 and 223: Intellectual Capital and Corporate
Page 224 and 225: Agnes Maciocha when objects in a da
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Page 256 and 257: Intellectual Capital Management: Ca
Page 258 and 259: Florinda Matos et al. These models
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Florinda Matos et al. In th
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Florinda Matos et al. The Quadrant
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Florinda Matos et al. Integrated te
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Florinda Matos et al. The networks
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Knowledge Management for Knowledge
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3. Our research Ludmila Mládková
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Ludmila Mládková organizational s
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Ludmila Mládková mentioned only b
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Applying the VAIC
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Maria Molodchik and Anna Bykova pro
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Maria Molodchik and Anna Bykova 2.
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Maria Molodchik and Anna Bykova Let
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Maria Molodchik and Anna Bykova The
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Perspectives on the</strong
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Maria Cristina Morariu as we consid
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Maria Cristina Morariu Tobin’s q
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Maria Cristina Morariu for determin
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The Structural Model of</st
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Fattah Nazem Ackerley (2006) reveal
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Fattah Nazem The research instrumen
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Fattah Nazem intellectual capital m
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Fattah Nazem Johnson, M.J. (1986) T
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Andrei Stefan Nestian organization.
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Andrei Stefan Nestian Chaordic syst
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Andrei Stefan Nestian environment,
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Increasing Knowledge Management Mat
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Theodora Ngosi et al. 2.2 Dominatin
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Theodora Ngosi et al. Figure 1: Del
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Theodora Ngosi et al. IT systems, a
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5. Discussion and summary Theodora
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Theodora Ngosi et al. Weill, P., an
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Bongani Ngwenya late adopters respo
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Bongani Ngwenya This paper extends
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Bongani Ngwenya argument, t
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Bongani Ngwenya DiMaggio, P. J., an
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The Quality of Kno
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5.2 5 4.8 4.6 4.4 4.2 4 3.8 Compete
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Corina Pelau et al. In order to imp
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Hierarchy and Tacit Knowledge in <s
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Ulrica Pettersson and James Nyce in
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Ulrica Pettersson and James Nyce mi
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Katja Pook and Campbell Warden time
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Katja Pook and Campbell Warden futu
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5. Commonalities of</strong
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Katja Pook and Campbell Warden <str
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Katja Pook and Campbell Warden Lazl
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Nicolae Al. Pop et al. satisfaction
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Nicolae Al. Pop et al. the<
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Nicolae Al. Pop et al. satisfaction
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Knowledge Cities: A Portuguese Case
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Katia Rodrigues and Eduardo Tomé
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3. The empirical study 3.1 Methodol
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Table 3: Smart cities - application
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4.3 Suggestions to future work Kati
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Anna Romiti and Daria Sarti 2. Orga
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Anna Romiti and Daria Sarti based o
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Anna Romiti and Daria Sarti Governa
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Anna Romiti and Daria Sarti Therefo
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Anna Romiti and Daria Sarti Valkoka
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Kent Rondeau and Terry Wagar planne
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2.1 Study measures Kent Rondeau and
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Kent Rondeau and Terry Wagar contri
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Kent Rondeau and Terry Wagar Our re
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Intellectual Capital and a Firm’s
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Figure 1: Hypothes
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Helena Santos-Rodrigues et al. Norm
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Helena Santos-Rodrigues et al. To s
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Helena Santos-Rodrigues et al. Our
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Factors Influencing the</st
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Thanaletchumi Sathasivam et al. 2.3
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Thanaletchumi Sathasivam et al. The
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Thanaletchumi Sathasivam et al. gro
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Thanaletchumi Sathasivam et al. The
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Thanaletchumi Sathasivam et al. 11.
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Enhancing IC Formation by Evoking H
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Klaus Bruno Schebesch to portray <s
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Klaus Bruno Schebesch 4. Leaning an
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Klaus Bruno Schebesch We argue in f
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Klaus Bruno Schebesch come
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In Search of key F
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Karen Smits et al. contribution, wi
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Karen Smits et al. Table 1: Correla
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Karen Smits et al. staff feel that
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Marta-Christina Suciu et al. This p
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Marta-Christina Suciu et al. <stron
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Marta-Christina Suciu et al. The qu
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Marta-Christina Suciu et al. This t
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Information and Communication Techn
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Jukka Surakka et al. The participan
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Jukka Surakka et al. people. Commun
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Personal Knowledge Management (PKM)
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Marzena Świgoń provide th
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Marzena Świgoń (number and type <
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Marzena Świgoń measure self-perce
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Eduardo Tomé what we consider to b
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Eduardo Tomé IC. The intervention
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Eduardo Tomé In the</stro
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Eduardo Tomé to stress that <stron
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Eleni Magdalini Vasileiadou et al.
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José María Viedma Marti products
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Sustainable competitive advantage T
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José María Viedma Marti knowledge
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José María Viedma Marti pr<strong
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José María Viedma Marti All <stro
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ICBS I CBS José María Viedma Mart
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José María Viedma Marti Sullivan,
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2. Balanced scorecard framework Ang
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Angelos Vouldis and Angelica Kokkin
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Unclear benefits of</strong
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Angelos Vouldis and Angelica Kokkin
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9. Discussion and conclusions Angel
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The Global Position of</str
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Piotr Wisniewski safeguarding IC vi
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Piotr Wisniewski Figure 2: Ten larg
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Piotr Wisniewski suspected
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Piotr Wisniewski 2) Slow growth in
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Piotr Wisniewski US 3.8 3.8 3.9 4.3
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498
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500
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2. Hypothesis deve
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3.2 Control variables Deborah Brans
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Deborah Branswijck and Patricia Eve
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Deborah Branswijck and Patricia Eve
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Korosh Gholami et al. Durkheim beli
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Korosh Gholami et al. The effect <s
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Measure the Unmeas
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Knowledge Capital 5. Efforts for de
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Exclusive use of L
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Emmanouil Gkinoglou from th
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Project Assets Need for synergies Q
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Table 5: Sustainability checklist E
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Emmanouil Gkinoglou The next challe
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Kai Mertins and Ronald Orth generat
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Kai Mertins and Ronald Orth Never<s
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Kai Mertins and Ronald Orth <strong
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Ad 2 Structure of
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Kai Mertins and Ronald Orth Hauff,
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Maria Simonova “Concept o
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Maria Simonova The concept regardin
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Maria Simonova Becker, G. S. (1983)
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2. The aim of appl
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Nellija Titova W+I+DP+D+T+M+R (equa
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Nellija Titova performing better. I
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5. Conclusions and furthe</
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Nellija Titova Annex 2: Summary on
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Meaning in the tab
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Krishanthi Ganga Vithana et al. for
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Krishanthi Ganga Vithana et al. sti
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5. Conclusion Krishanthi Ganga Vith
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562
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564
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The Tobing Knowledge Management Arc
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Paul Lumbantobing et al. user, know
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Paul Lumbantobing et al. people con
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Paul Lumbantobing et al. influence
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Develop KM Strategy Description Dev
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Paul Lumbantobing et al. In <strong
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Yuli Purwanti et al. Figure 1: Imag
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Yuli Purwanti et al. Table below is
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582
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Proceedings of the 3rd European Conference on Intellectual Capital

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