Proceedings of the 3rd European Conference on Intellectual Capital

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Karen Smits et al. Table 1: Correlation between pr<strong>of</strong>essional development and curriculum innovation has resulted in nine categories <strong>of</strong> ideal research and education projects Curriculum innovation Pr<strong>of</strong>essional development His/her own pr<strong>of</strong>essional development Also ensures <strong>the</strong> development <strong>of</strong> support amongst colleagues Actively contributes to <strong>the</strong> pr<strong>of</strong>essional development <strong>of</strong> o<strong>the</strong>rs Experiment Is part <strong>of</strong> <strong>the</strong> curriculum but not yet embedded Case IV Case XV Case II Case VI Case XIII Embedded in <strong>the</strong> curriculum Case III Case V Case I Case XIV Case X Case XII Case VIII Case IX Case VII Case XI Case XVI If we consider <strong>the</strong> present situation and <strong>the</strong> future scenario which <strong>the</strong> interviewees sketched in some situations, we see that many <strong>of</strong> <strong>the</strong> lecturers involved in research who were interviewed were keen to shift from <strong>the</strong> top-left box (his/her own pr<strong>of</strong>essional development in relation to experimental education) to <strong>the</strong> bottom-right box (embedded curriculum innovation with <strong>the</strong> effect <strong>of</strong> contributing to <strong>the</strong> pr<strong>of</strong>essional development <strong>of</strong> o<strong>the</strong>rs). 4.4 Key factors in pr<strong>of</strong>essional development and curriculum innovation From <strong>the</strong> sixteen narratives, many factors emerged which may make a contribution to pr<strong>of</strong>essional development or curriculum innovation. We can deduce from this that <strong>the</strong>re are several key concepts which are referred to by interviewees as key factors. For instance, choosing a socially relevant topic seems to be important, according to various interviewees. Multidisciplinary cooperation may also be regarded as a factor which results in pr<strong>of</strong>essional development and curriculum innovation. The respondents frequently stated that by cooperating with numerous disciplines <strong>the</strong>y developed <strong>the</strong>mselves, students became more motivated and learned more, and better results were achieved in <strong>the</strong> projects. In addition, an inspiring pr<strong>of</strong>essor was <strong>of</strong> considerable importance, particularly if <strong>the</strong> pr<strong>of</strong>essor regarded <strong>the</strong> relationship with education as important and stimulated this. A number <strong>of</strong> interviewees referred to a culture in which <strong>the</strong> results were not immediately circumscribed as very important. Respondents stated that <strong>the</strong>y learnt a lot from projects which ran aground. The characteristic <strong>of</strong> projects which acquired a fixed place in <strong>the</strong> curriculum was that <strong>the</strong>y <strong>of</strong>ten did not appear at all promising at an earlier stage. A striking feature is that most interviewees fulfil a so-called 'linking-pin' function between research and education because <strong>the</strong>y were involved in both teaching and research. This appeared to be successful, in particular, in those situations where <strong>the</strong> lecturer involved in research could involve students whom he or she was teaching in his or her own applied research. A characteristic <strong>of</strong> all <strong>the</strong> interviewees was that <strong>the</strong>y were intrinsically motivated to do research and held views with regard to <strong>the</strong> future <strong>of</strong> pr<strong>of</strong>essional practice and <strong>the</strong> position <strong>of</strong> <strong>the</strong>ir discipline within this. In addition, <strong>the</strong>y had opinions <strong>of</strong> <strong>the</strong>ir own on <strong>the</strong> way in which students should be involved in this and how <strong>the</strong>y should acquire <strong>the</strong> attitude to research which <strong>the</strong> lecturer felt was necessary. They stated that <strong>the</strong>y wished to teach students not to look for solutions too quickly or to apply tools, but first to take time to consider <strong>the</strong> problem in its natural environment, in <strong>the</strong> field, with a critical but open attitude (thinking 'out-<strong>of</strong>-<strong>the</strong>box'). Many <strong>of</strong> <strong>the</strong> interviewees attempt to inspire students and colleagues by setting an example. Having or acquiring a large business network also appears to be important. As a result, students can be involved more easily in applied assignments and guest lectures can be organised which are mutually inspiring. 414
Karen Smits et al. 4.5 Important preconditions for pr<strong>of</strong>essional development and curriculum innovation In addition to <strong>the</strong> above-mentioned factors, a number <strong>of</strong> preconditions also appeared to be important. Both <strong>the</strong> lecturer involved in research and his or her colleagues whose pr<strong>of</strong>essional development is to be advanced benefit considerably from funding, in terms <strong>of</strong> time and budget. This aspect, if present, emerged as a positive factor and, if absent, was experienced as an obstacle. This was certainly <strong>the</strong> case if <strong>the</strong> lack <strong>of</strong> time involved colleagues whose support was sought or who participated in pr<strong>of</strong>essional development activities to which <strong>the</strong> lecturer involved in research had made an active contribution. In all <strong>the</strong> narratives, sharing knowledge was raised as an important precondition. Sharing knowledge appears to have been regarded as important and does not yet seem to be self-evident. Several projects relate exclusively to sharing knowledge. It appears from <strong>the</strong> narratives that not all <strong>the</strong> methods used for sharing knowledge were equally effective. The method <strong>of</strong> sharing knowledge which is chosen depends on <strong>the</strong> lecturer involved in research as a person. What are <strong>the</strong> primary inclinations <strong>of</strong> this lecturer involved in research? What methods for sharing knowledge does he or she regard as <strong>the</strong> most congenial? Any experience <strong>of</strong> knowledge sharing in <strong>the</strong> research centre may play a role in this. More experienced research centres have largely overcome <strong>the</strong> obstacles to knowledge sharing, while relatively new research centres are still encountering <strong>the</strong>se. It does not appear to be self-evident that <strong>the</strong>se good practices are accessible to every research centre. The interviewees concluded that a culture <strong>of</strong> compartmentalisation existed which obstructed horizontal knowledge sharing. The methods <strong>of</strong> knowledge sharing which <strong>the</strong> interviewees describe vary from informal to formal and from traditional to innovative. For instance, informal support for a project is spontaneously generated by discussions with colleagues at <strong>the</strong> c<strong>of</strong>fee machine, traditional and formal knowledge is shared by publishing booklets in which <strong>the</strong> results <strong>of</strong> <strong>the</strong> project are presented in a manner which is visually attractive and innovative knowledge sharing takes place using digital tools in <strong>the</strong> form <strong>of</strong> a virtual knowledge sharing platform developed for students, lecturers and pr<strong>of</strong>essional practitioners. From <strong>the</strong> narratives it emerges that who <strong>the</strong> client is is important. Sometimes <strong>the</strong> lecturer involved in research is his or her own client. Cases such as this usually involve experiments and it is not always easy to ascertain <strong>the</strong> effect on <strong>the</strong> curriculum in <strong>the</strong> case <strong>of</strong> <strong>the</strong> lecturer in question who is involved in <strong>the</strong> research. Where <strong>the</strong> client is an education client, <strong>the</strong> effect on both pr<strong>of</strong>essional development and curriculum innovation is considerable. This may be <strong>the</strong> result, for instance, <strong>of</strong> involving numerous lecturers who teach on <strong>the</strong> programme in <strong>the</strong> project, who <strong>the</strong>n jointly give form to <strong>the</strong> curriculum innovation. Curriculum innovation in this case may be more extensive than if <strong>the</strong> lecturer is his or her own client because <strong>the</strong> obstacle noted frequently, namely that education always has priority above research activities plays less <strong>of</strong> a role. In <strong>the</strong> case <strong>of</strong> an external client, <strong>the</strong> topics naturally have social relevance, but <strong>the</strong> linking-pin position <strong>of</strong> <strong>the</strong> lecturer involved in research determines whe<strong>the</strong>r <strong>the</strong> project can also be used to <strong>the</strong> benefit <strong>of</strong> education. Often in <strong>the</strong> case <strong>of</strong> larger projects, <strong>the</strong> organisational relationship to education is complex and is achieved only with difficulty. 5. Conclusions and discussion The research centres do not yet appear to occupy <strong>the</strong> position in education which <strong>the</strong>y ought to have in order to fulfull <strong>the</strong>ir promising role in enhancing knowledge productive activities such as ideal research projects. Various characteristics <strong>of</strong> <strong>the</strong> education organisation as <strong>the</strong> dominant primary process are at odds with <strong>the</strong> interests <strong>of</strong> research as <strong>the</strong> upcoming second process and <strong>the</strong>refore obstruct <strong>the</strong> added value which research projects may have for education. This relates, for instance, to aspects <strong>of</strong> scheduling, as a result <strong>of</strong> which it is difficult to cooperate with o<strong>the</strong>rs and to determine moments for consultation; to <strong>the</strong> fact that education has priority, as a result <strong>of</strong> which it is not possible to meet <strong>the</strong> demands on time made by research and firm agreements on products from <strong>the</strong> education organisation based on this argument cannot be fulfilled; to <strong>the</strong> fact that <strong>the</strong> view that research is <strong>of</strong> importance to education has not yet gained acceptance everywhere; and to <strong>the</strong> fact that <strong>the</strong> way education is organised is so lacking in flexibility that it is difficult to schedule in <strong>the</strong> research activities <strong>of</strong> students within <strong>the</strong> education organisation. In addition, it is difficult for a lecturer who is involved in research and who integrates educational and research tasks to fit into <strong>the</strong> organisation because <strong>the</strong> problem arises as to 'Who pays for what, and how should this be accounted for?' As a result, an employee who plays an exemplary role is suddenly treated as an organisational 'pain in <strong>the</strong> neck' for whom everything has to be arranged differently. One interviewee also stated that large new research projects are sometimes treated by <strong>the</strong> service structure <strong>of</strong> <strong>the</strong> education organisation in this way and 415
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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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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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Anna Romiti and Daria Sarti 2. Orga
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Anna Romiti and Daria Sarti based o
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Page 416 and 417: Enhancing IC Formation by Evoking H
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Page 422 and 423: Klaus Bruno Schebesch We argue in f
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Page 448 and 449: Personal Knowledge Management (PKM)
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Page 456 and 457: Eduardo Tomé what we consider to b
Page 458 and 459: Eduardo Tomé IC. The intervention
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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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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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Nargiza Abdullaeva and Campbell War
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Andreea Feraru and Nicoleta Ciucesc
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Roxana Mironescu This could be <str
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Roxana Mironescu Daft, R.L. (2002)
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Paloma Sánchez and Oihana Basilio
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Evaluating Intellectual Capital Usi
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Table 1. CRS input efficiency score
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Stelian Stancu and Anca Domnica Lup
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Proceedings of the 3rd European Conference on Intellectual Capital

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