Proceedings of the 3rd European Conference on Intellectual Capital

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In Search <strong>of</strong> key Factors for Ideal Research and Education Projects Karen Smits, Ilse van den Donker and Josephine Lappia Hogeschool Rotterdam, The Ne<strong>the</strong>rlands K.Smits@hro.nl I.van.den.Donker@hro.nl J.H.Lappia@hro.nl Abstract: This paper investigates key factors for ideal research and education projects in <strong>the</strong> context <strong>of</strong> <strong>the</strong> Rotterdam University <strong>of</strong> Applied Sciences. The project can be seen as knowledge productive activities. The competitive importance <strong>of</strong> positive effects on knowledge processes such as knowledge creation, knowledge exchange and pr<strong>of</strong>essional development is emphasized by many Western countries. For research centres within Dutch universities <strong>of</strong> applied sciences it became recently necessary to report on <strong>the</strong>se knowledge processes periodically to an external review committee. So it is important to investigate whe<strong>the</strong>r research and pr<strong>of</strong>essors, who are familiar since 2002 within universities <strong>of</strong> applied science, indeed have a positive impact on pr<strong>of</strong>essional development and curriculum innovation. This is <strong>the</strong> most important reason for funding by <strong>the</strong> national government. Although policy considers <strong>the</strong> main concepts pr<strong>of</strong>essional development and curriculum innovation to be interrelated, not many is written about <strong>the</strong> research questions which key factors have an impact on <strong>the</strong>m and which conditions can ensure <strong>the</strong>m. So a qualitative exploratory research approach is chosen. Using a method <strong>of</strong> inquiry by collecting narratives among sixteen lecturers involved in ideal research and eduction projects. The interviews were audiotaped and transcribed. Transcripts were analysed by means <strong>of</strong> open coding using <strong>the</strong> program Atlas ti. What was striking was that concepts were not unambiguous to <strong>the</strong> lecturers. Grounded in <strong>the</strong>ir narratives three levels <strong>of</strong> pr<strong>of</strong>essional development and three levels <strong>of</strong> curriculum development appeared from <strong>the</strong> data. The correlation <strong>of</strong> both concepts resulted in nine categories that perfectly fit <strong>the</strong> sixteen narritives. Although <strong>the</strong> number <strong>of</strong> interviewees was not large, and <strong>the</strong>refore necessary to exercise care in drawing conclusions, some interesting conclusions can be drawn. In <strong>the</strong> experiment category interviewees do not appear to be able to exchange information on <strong>the</strong>ir experiment with o<strong>the</strong>rs. As soon as <strong>the</strong>y did succeed in sharing information <strong>the</strong>y stated that <strong>the</strong>y contributed to <strong>the</strong> pr<strong>of</strong>essional development <strong>of</strong> o<strong>the</strong>r lecturers. The paper reveals several key factors that play a role in research that have an impact on education projects. Also important conditions are found that ensure knowledge processes to appear. The grounded model that was found gives an idea how Intellectual Capital and IC dynamics interacts for lectures involved in ideal research projects. Never<strong>the</strong>less research centres do not yet appear to occupy <strong>the</strong> position in education which <strong>the</strong>y ought to have. Keywords: pr<strong>of</strong>essional development, curriculum innovation, universities <strong>of</strong> applied sciences, appreciative inquiry, grounded <strong>the</strong>ory, IC dynamics 1. Importance <strong>of</strong> <strong>the</strong> research for pr<strong>of</strong>essional development and curriculum innovation In many Western countries, <strong>the</strong> competitive importance <strong>of</strong> positive effects on knowledge processes, such as knowledge creation, knowledge exchange and pr<strong>of</strong>essional development, is emphasised. This is certainly <strong>the</strong> case when it is possible to show that <strong>the</strong>se knowledge processes <strong>of</strong> a learning organisation improve <strong>the</strong> primary process and product. Within Dutch universities <strong>of</strong> applied sciences, it has been necessary since 2009 to report periodically and publicly to an external review committee on <strong>the</strong>se knowledge processes, at least where this relates to <strong>the</strong> activities <strong>of</strong> research centres. It is obligatory to report annually on several central key figures, such as: <strong>the</strong> number <strong>of</strong> pr<strong>of</strong>essors, lecturers involved in research and support staff; and <strong>the</strong> number <strong>of</strong> FTE, expenditure on research and supplementary income which research centres acquire from second and third-stream funding. Pr<strong>of</strong>essors and research centres are phenomena which have characterised <strong>the</strong> universities <strong>of</strong> applied sciences since 2002 and have increased rapidly since <strong>the</strong>n. The introduction <strong>of</strong> pr<strong>of</strong>essors and <strong>the</strong> obligation which universities <strong>of</strong> applied sciences have to carry out applied research are considered to be amongst <strong>the</strong> successful innovations in education <strong>of</strong> recent decades. The impact <strong>of</strong> research and pr<strong>of</strong>essors on <strong>the</strong> education provided by universities <strong>of</strong> applied sciences has been <strong>the</strong> most important reason for universities <strong>of</strong> applied sciences to appoint pr<strong>of</strong>essors and for <strong>the</strong> Ministry <strong>of</strong> Education, Culture and Science to provide funding for this. It was thought that research would raise education to a higher level and would equip students better as pr<strong>of</strong>essional practitioners at <strong>the</strong> start <strong>of</strong> <strong>the</strong>ir careers. It is <strong>the</strong>refore a national objective that <strong>the</strong> research centres should make a contribution to curriculum innovation within education and to <strong>the</strong> pr<strong>of</strong>essional development <strong>of</strong> lecturers. 410
Karen Smits et al. The following characteristics <strong>of</strong> ideal research projects can be derived from <strong>the</strong> national objectives <strong>of</strong> research centres: Knowledge creation occurs on <strong>the</strong> instructions <strong>of</strong>, in close cooperation with, and by employers; The results are exchanged (or even developed) with external stakeholders like employers, who also make funds available for this; Lecturers who are involved in research increase <strong>the</strong>ir pr<strong>of</strong>essional competence by carrying out applied research; The quality <strong>of</strong> bachelor's and master's education (e.i. primary process) receives a boost, as a result <strong>of</strong> which students are better prepared as pr<strong>of</strong>essional practitioners at <strong>the</strong> start <strong>of</strong> <strong>the</strong>ir careers. From this definition can be derived that ideal research projects within <strong>the</strong> intellectual capital literature can be classified as knowledge productive activities in <strong>the</strong> sense that <strong>the</strong> organization (universities <strong>of</strong> applied sciences) create a workplace that enables knowledge production through learning (Stam, 2007). It seems that within ideal research projects in a certain way human capital, structural capital and relational capital (Bontis, 2002) enhances eacho<strong>the</strong>r and are leading to innovation, whe<strong>the</strong>r it is radical or incremental innovation. However, up until now it has been unclear what key factors in <strong>the</strong> past ensured that knowledge production is realised that has any impact both on pr<strong>of</strong>essional practice and education. It is also unclear what factors inhibit <strong>the</strong> fur<strong>the</strong>r impact <strong>of</strong> research on pr<strong>of</strong>essional practice and education in <strong>the</strong> opinion <strong>of</strong> lecturers involved in research. The issue which is central to this research is <strong>the</strong>refore formulated in <strong>the</strong> following question: How can research centres be more successful in ensuring that good research results in good education? In short, how can research centres realise ideal research projects, such as those described above, quicker? The two questions which are <strong>the</strong>refore central to this paper are: What are <strong>the</strong> key factors which result in research having an impact on education (that is, curriculum innovation) and pr<strong>of</strong>essional development? What are important conditions that have to be met to ensure that <strong>the</strong>se processes occur? 2. Research centres at Rotterdam University <strong>of</strong> Applied Sciences This research into key factors is taking place within <strong>the</strong> context <strong>of</strong> <strong>the</strong> Rotterdam University <strong>of</strong> Applied Sciences. Pr<strong>of</strong>essors have been appointed by <strong>the</strong> university since 2002. At present, <strong>the</strong>re are forty pr<strong>of</strong>essors active in 24 research programmes. Its research programmes are currently concentrated in six research <strong>the</strong>mes <strong>of</strong> strategic importance to <strong>the</strong> Rotterdam municipal region. The number <strong>of</strong> lecturers involved in research who participate in <strong>the</strong>se research programmes increased by 20% from 109 lecturers to 131 lecturers between 2008 and 2009. In total around 6% <strong>of</strong> all lecturers are actively involved in research and eduction projects. Rotterdam University <strong>of</strong> Applied Sciences has <strong>the</strong> ambition <strong>of</strong> doubling <strong>the</strong> number <strong>of</strong> lecturers and students who participate actively in <strong>the</strong>se strategic research <strong>the</strong>mes by 2015. Within <strong>the</strong> context <strong>of</strong> <strong>the</strong> Rotterdam University <strong>of</strong> Applied Sciences, <strong>the</strong>re are considerable differences in <strong>the</strong> extent to which pr<strong>of</strong>essors and lecturers involved in research are successful in ensuring that <strong>the</strong>ir research has an impact on <strong>the</strong> education <strong>of</strong>fered by <strong>the</strong> institute in which <strong>the</strong> research centre is located. Research centres differ with regard to <strong>the</strong> duration <strong>of</strong> <strong>the</strong>ir activities. Some research centres have been active for eight years. O<strong>the</strong>r research centres have only recently started <strong>the</strong>ir activities. It is not known how <strong>the</strong> more successful research centres managed to interact successfully with issues arising from pr<strong>of</strong>essional practice and <strong>the</strong> needs <strong>of</strong> education, and how such successful interaction resulted in curriculum innovation and <strong>the</strong> pr<strong>of</strong>essional development <strong>of</strong> lecturers. 3. The search for success stories on ideal research and education projects with an applied and positive approach to research Research into <strong>the</strong> key factors which play a role in ensuring <strong>the</strong> successful impact <strong>of</strong> research on education (that is, curriculum innovation) and pr<strong>of</strong>essional development is carried out on <strong>the</strong> basis <strong>of</strong> <strong>the</strong> narratives <strong>of</strong> lecturers involved in research. It relates to situations in which curriculum innovation and/or pr<strong>of</strong>essional development played a role and in which <strong>the</strong>y are satisfied with <strong>the</strong>ir own 411
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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 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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Albrecht Fritzsche and Rebecca Geig
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Table 4: Applicability of</
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S&P 500 Market Cap ($ billions) 14,
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Tatiana Garanina and Yana Pavlova T
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Tatiana Garanina and Yana Pavlova I
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Impact of Investme
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Lidia García-Zambrano et al. 2003;
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Lidia García-Zambrano et al. 4.2 P
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Table 7: Goodness of</stron
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Lidia García-Zambrano et al. reaso
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Lidia García-Zambrano et al. Rodri
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Víctor Raúl López Ruiz et al. co
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Víctor Raúl López Ruiz et al. NI
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EI c k i 1 w PC i ic Víctor Raúl
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Víctor Raúl López Ruiz et al. Ta
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Víctor Raúl López Ruiz et al. Co
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Víctor Raúl López Ruiz et al. At
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Maria de Lourdes Machado and Odíli
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Intellectual Capital and Corporate
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Agnes Maciocha when objects in a da
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Agnes Maciocha 4. Presentation <str
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Agnes Maciocha while in the
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Agnes Maciocha Choong K., “Intell
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The Influence of H
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Anca Mândruleanu From the<
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Anca Mândruleanu In Table 2, <stro
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Eliciting Tacit Knowledge From a Do
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Peter Marshall and Damian Gordon MM
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Peter Marshall and Damian Gordon re
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Peter Marshall and Damian Gordon ar
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Peter Marshall and Damian Gordon Th
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Maurizio Massaro et al. crucial fac
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Maurizio Massaro et al. exclusive (
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Maurizio Massaro et al. autonomy <s
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Maurizio Massaro et al. Chennal (20
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Intellectual Capital Management: Ca
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Florinda Matos et al. These models
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Complaints System dos clients New
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Florinda Matos et al. Finally, <str
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Florinda Matos et al. The training
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Florinda Matos et al. 47. Opinion
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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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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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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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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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Proceedings of the 3rd European Conference on Intellectual Capital

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