scholarly journals Building intellectual capital in incubated technology firms

2014 ◽  
Vol 15 (4) ◽  
pp. 516-536 ◽  
Author(s):  
Clare G. Gately ◽  
James A. Cunningham
Keyword(s):  
Higher Education ◽  
Service Providers ◽  
Education Institution ◽  
Relationship Building ◽  
New Venture ◽  
High Tech ◽  
Relational Capital ◽  
Content Type ◽  
Capital Building ◽  
New Venture Formation

Purpose – The value of relational capital generated by entrepreneurs with their internal and external environment (Hormiga et al., 2011a, b), provides considerable resources when properly leveraged. It is particularly important in environments such as the high tech sector of incomplete information and weak economic markets such as new products, markets or technologies (Davidsson and Honig, 2003). The purpose of this paper is to examine how incubated technology entrepreneurs build relational capital for a new venture formation in the social context of a Higher Education Institution. Design/methodology/approach – The study took a qualitative approach based on content analysis of business plans and in-depth interviews with 25 technology entrepreneurs on an incubation programme – South East Enterprise Platform Programme – for technology graduates in the South East of Ireland. Findings – The study found that technology entrepreneurs during new venture formation engaged in four types of relational capital activities, namely, development of networks and contacts, relationship building, accessing and leveraging knowledge experts and members of associations. Practical implications – Incubator programmes need to actively support social building activities of technology entrepreneurs. Higher Education Institutes knowledge assets and networks are critical elements in supporting incubator technology entrepreneurs. Originality value – The study identified four types of relational capital building. The authors also found using Jones-Evans (1995) categorisation of technology entrepreneurs that users, producers, opportunists and non-technical entrepreneurs engaged in client focused relational capital building, whereas researcher types networked with service providers and displayed arms length relational capital building styles.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

Building quality culture in higher education

2017 ◽  
Vol 9 (3/4) ◽  
pp. 331-346 ◽  
Author(s):  
Liselott Lycke ◽  
Ingrid Tano
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education Institution ◽  
Higher Education Institution ◽  
Content Type ◽  
Quality Culture ◽  
Planning And Control ◽  
Control Education ◽  
Functional Teams ◽  
And Control

Purpose The purpose of this paper is to describe an approach to build a quality culture within a higher education institution. Design/methodology/approach This paper is based on Action research and a Case study. Findings The authors show the result of the mapped processes of a higher education institution, Management planning and control, Education, Research and Support, and describe how the mapping was performed, working in cross-functional teams. Further on, they discuss the result of the pilot and the plan for implementation. Originality/value A process-oriented approach in higher education institutions, with its complexity, creates opportunities for successful quality assurance and control when having an integrated quality assurance system.

Measuring the impact of relational capital on customer performance in the SME B2B sector

2017 ◽  
Vol 23 (6) ◽  
pp. 1144-1166 ◽  
Author(s):  
Lara Agostini ◽  
Anna Nosella ◽  
Benedetta Soranzo
Keyword(s):  
Absorptive Capacity ◽  
Open Innovation ◽  
Moderating Effect ◽  
High Tech ◽  
Relational Capital ◽  
Marketing Capability ◽  
Content Type ◽  
Innovation Practices ◽  
External Actors ◽  
The Impact

Purpose The purpose of this paper is to investigate the influence that different components of relational capital (marketing capability, open innovation with business and scientific partners, technological reputation, brand) have on customer performance (CP). Moreover, the moderating effect of absorptive capacity on such relationships is tested. Design/methodology/approach First, the direct relationship between the different components of relational capital and CP is analyzed through a linear regression model. Then, to test the moderating effect, two distinct regression analyses are conducted into two sub-samples, defined according to the level of absorptive capacity. The authors carried out these analyses on a sample of 150 small- and medium-sized enterprises (SMEs) in the medium- and high-tech B2B context. Findings Results of this study prove that CP is enhanced through firm marketing capability, open innovation with business partners and technological reputation, while brand and open innovation with scientific partner do not have an association with CP. In particular, the impact of marketing capability and open innovation with business actors on CP is greater for firms with higher absorptive capacity. Research limitations/implications This paper, highlighting the relevance of relational capital and absorptive capacity in improving CP, enhances our knowledge about the factors that help to strengthen the relationships with customers, which is an under-investigated issue especially for SMEs competing in B2B industries, and extends our knowledge on open innovation practices. Practical implications Findings of this paper suggest that, to achieve better CP, managers should pay special attention to nurturing their marketing capability and high-quality relationships with external actors and invest in absorptive capacity to enhance the positive effect of such linkages. Originality/value This work, combining the external perspective of relational capital and the internal organizational dimension of absorptive capacity, provides valuable insights about the knowledge and resource mix that firms might rely on to achieve better customer satisfaction and loyalty.

Higher authority organizational stressors among higher education deans: a multiple case study

2018 ◽  
Vol 10 (3) ◽  
pp. 333-343 ◽  
Author(s):  
Alfred Huan Zhi Chan ◽  
Mohd Dahlan Malek ◽  
Ferlis Bahari
Keyword(s):  
Higher Education ◽  
Multiple Case Study ◽  
Education Institution ◽  
Higher Education Management ◽  
Case Study Methodology ◽  
Content Type ◽  
Organizational Stressors ◽  
Multiple Case ◽  
Education Deans

Purpose The purpose of this paper is to identify higher authority organizational stressors encountered by higher education deans. Design/methodology/approach This current research employed a qualitative approach utilizing a contextual paradigm with a multiple case study methodology. Findings Out of ten investigated deans in a public higher education institution in Malaysia, nine reported experiences of organizational stressor elements arising from higher authority. Three non-overlapping subthemes were systematically discovered. Practical implications Successful identification of these higher authority organizational stressors has implications for higher education management policies. Policies that reduce or eliminate these stressors may create a positive and progressive environment for deans and the higher education field. Originality/value This study will thus serve to promote a deeper understanding of higher authority organizational stressors encountered by higher education deans.

scholarly journals Employability outcomes for university joint honours graduates

2018 ◽  
Vol 8 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Louise Pigden ◽  
Andrew Garford Moore
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Subject Area ◽  
Higher Education Institution ◽  
Data Set ◽  
Content Type ◽  
Highly Skilled ◽  
Employment Rates ◽  
Cent Point ◽  
The Uk

PurposeIn the UK, the vast majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether the study of a joint rather than a single honours degree had an impact on employment outcomes six months after graduation.Design/methodology/approachThe authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students. The authors established whether there were any differences inherent in completing a joint honours degree in a post-1992 higher education institution, by nation within the UK or within a Russell Group higher education institution.FindingsThe authors found an approximately consistent 3 per cent point negative gap nationally in the highly skilled employment rates of joint compared with single honours graduates. This gap was at its lowest in the highly selective Russell Group universities (−1.52 per cent points) and highest in post-1992, vocationally oriented universities (−7.13 per cent points) and in Northern Ireland universities (−12.45 per cent points). Joint honours graduates of Scottish universities fared well, with a +3.09 per cent point advantage over the national average for joint honours. The authors found that universities that had a higher proportion of joint honours graduates generally had a lower employability gap between their joint and single honours graduates.Research limitations/implicationsThis study focussed on joint honours degrees in the UK where the two or three principal subjects fall into different JACS subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. Future work will consider the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. This grouping will include, for example, pairs of foreign languages, some social sciences pairings such as politics and sociology, and pairings such as history and theology from the historical and philosophical subject area.Originality/valueThe potential disbenefits of studying for a joint honours degree are apparent in this study. Joint honours students may face organisational, academic and cultural challenges that require a positive, conscious and sustained effort to overcome, on both the part of the student and the higher education institution. In particular for graduates of the post-1992 universities, it appears that there is a negative relative impact on highly skilled employment. This impact is lessened if the university is Scottish (four-year degrees with in-built breadth of study) or where the proportion completing joint honours degrees is relatively high.

English instructors’ motivation levels in Islamic higher education

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Fauzan Ansyari ◽  
Fabio Oliveira Coelho ◽  
Kalayo Hasibuan ◽  
Dodi Settiawan ◽  
Masni Kamallia
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Sampling Technique ◽  
Education Institution ◽  
Working Environment ◽  
Higher Education Institution ◽  
Content Type ◽  
Schedule Flexibility ◽  
Financial Benefits

Purpose The purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard to what elements sustain their motivation to teach English and to remain in the Teaching English as a Foreign Language (TEFL) profession at an Islamic higher education institution. Design/methodology/approach An exploratory case study with a purposive sampling technique was employed in this study. Ten instructors (seven females and three males) aged between 26 and 40 years old participated (M = 29.6 year olds). The selected participants in the sample were instructors who had taught between three to nine years at the LC (M = 3.9 years), and interviews were the tools used to collect data. Findings Overall, LC instructors’ motivation is not internalised or less internalised into their self-concept. This can be seen from the results that show, respectively, instructors’ levels of no internalisation (42 per cent), less internalisation (40.5 per cent), more internalisation (11 per cent) and full internalisation (6.5 per cent). In total, 11 factors were identified: the influence of others, financial benefits, professional development opportunities, schedule flexibility, supportive working environment, social status and acceptance, a stepping stone for career advancement, networking, dedication, challenge and teaching as a calling. In general, it has been found that instructors are more externally than internally regulated or motivated. Research limitations/implications This study only employed interview to collect data and had only ten respondents. Originality/value Data were collected at the LC of an Islamic institution of higher education institution where instructors are non-permanently employed. The LC is a TEFL environment serving about 12,000 students a year. This study, therefore, allows for an understanding of instructors’ motivation in such context.

Transnational degree program franchising and the challenge of commercial franchisees

2018 ◽  
Vol 32 (2) ◽  
pp. 257-268 ◽  
Author(s):  
Katariina Juusola ◽  
Lee Rensimer
Keyword(s):  
Higher Education ◽  
Organizational Development ◽  
United Arab Emirates ◽  
Design Methodology ◽  
Education Institution ◽  
Degree Program ◽  
Higher Education Research ◽  
Mba Programs ◽  
Content Type ◽  
Transnational Higher Education

Purpose The purpose of this paper is to explore the interrelationship of branding practices and legitimacy-building of commercial degree program franchising within transnational higher education (TNHE). It aims to understand how commercial franchisees’ branding practices employ discursive and symbolic strategies for building legitimacy, and how these practices impact both organizational development and stakeholder perception. Design/methodology/approach This qualitative study uses document and visual content analysis, supported by discourse analysis, as the methods in analyzing commercial franchisees’ branding practices of their franchised programs. The sample of the study consists of five commercial franchisees offering primarily Western MBA programs in the United Arab Emirates. The data were obtained through franchisees’ websites, marketing materials, student prospectuses, visiting campuses and their marketing events, and through interviews with franchise managers. Findings The findings of this study indicate that growing a sustainable brand for a commercial franchisee requires successful building of its legitimacy in the host country. Legitimacy in such arrangement however involves two paradoxes: the “self-promoter’s paradox” where the franchisees often engage in legitimacy-building practices that decrease their legitimacy, and the “legitimacy-borrowing paradox” that happens when the commercial franchisee initially borrows its legitimacy from the franchised program, but simultaneously this borrowing of legitimacy prevents it from becoming a fully legitimate higher education institution. Originality/value This study contributes to the research on management of TNHE by exploring the branding practices of franchised programs, which so far has been a neglected area in research. Furthermore, interconnections of legitimacy-building and branding practices are underrepresented within the broader higher education research.

Dynamic capabilities, organizational learning and ambidexterity in a higher education institution

2019 ◽  
Vol 26 (4) ◽  
pp. 397-411 ◽  
Author(s):  
Carla Patricia da Silva Souza ◽  
Adriana Roseli Wünsch Takahashi
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Dynamic Capabilities ◽  
Single Case ◽  
Education Institution ◽  
Research Strategy ◽  
Observation Data ◽  
Higher Education Institution ◽  
Content Type

Purpose This paper aims to analyse how dynamic capabilities (DC) affect organizational learning (OL) in a Brazilian higher education institution (HEI) and how this relationship affects organisational ambidexterity (OA). Design/methodology/approach The research strategy involves a qualitative, single case study. Data were collected through in-depth interviews, documentary research over a 15-year period and nonparticipant observation. Data were analysed using narrative analysis. Findings The results show that founders and managers influence the activities related to sensing, seizing and reconfiguring DC. They interpreted the new opportunities and shared them with other individuals. Gradually, a collective sense about the new ideas was constructed. New academic and administrative routines were created and an OL process took place at the HEI, which resulted in a valuable balance between exploration and exploitation (OA) for the organisation. Originality/value The study offers insight into how DC, OL and OA can be related. Although each construct has its own independent definition, there are similarities between them. The case study demonstrates how these theories were affected, and the research, therefore, makes a new methodological contribution regarding how to study DC, OL and OA as an integrative phenomenon.

What matters for higher education success of private educational institutions? Senior students’ perceptions in Malaysia

2019 ◽  
Vol 11 (3) ◽  
pp. 616-635 ◽  
Author(s):  
Jayaraman Krishnaswamy ◽  
Zarif Hossain ◽  
Mohan Kumar Kavigtha ◽  
Annamalai Nagaletchimee
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Private University ◽  
Research Model ◽  
Content Type ◽  
Smart Classroom ◽  
Social Governance ◽  
User Friendly

Purpose Within the higher education structure, students have the desire for both virtual and face-to-face learning and demand for diverse simulations from the higher education institutions. The purpose of this study is to highlight the significance of higher education success (HES) for one of the top private universities in Malaysia. In the paper, a research model for HES has been proposed and tested within the management perspectives. This research model has five dimensions, namely, smart classroom, user-friendly technology, peers support, partnership and social governance, as potential determinants for HES. Design/methodology/approach A structured survey questionnaire using an extensive literature review was conducted from a No. 1 private university in Malaysia. The target population included students who have passed out under-graduate or post-graduate or are studying in their final trimester. The questionnaire was administered to 107 respondents using an interview method in order to have scientific and authentic data with minimal common method bias. The data collection process was taken over a one-month period during May 2018 and it ensured the rectification of missing data. The study utilized an inclusive criterion as those students who have complete knowledge about the university in terms of academic, administrative and technical matters. Findings Out of 107 survey respondents, 76 (71 percent) respondents were favorable for HES, which implies that the targeted education institution strives toward career development for students. The study reveals that the partnership of the institution has a positive influence on HES. Smart classroom and social governance are the other determinants which have a positive impact on HES. An excellent infrastructure facility together with formal and informal activities to cultivate knowledge sharing, trustworthiness, quality education and academic excellence of the institution makes it a healthy atmosphere for students to pursue their studies. However, user-friendly technology and peers support were not found to be significant. Practical implications The proposed research model is crucial for educationalists to design the course curriculum for higher education institutions. The significant results and scope discussed in the present study can be applied and customized to any higher education institution in the globe for long-term sustainability to orient students toward career development. Originality/value Since the present paper investigates the No. 1 private university, the current findings can be used as a guide for other private universities to enhance their course curriculum. The conceptualization of the research model includes new dimensions which highlight the latest development in HES. Emerging studies have claimed that HES depends on effective administration of the institution by the management and appropriate industry linkages, with the highest priority for student learning capabilities to exhibit their talents.

Digital transparency and public accountability in Spanish universities in online media

2019 ◽  
Vol 20 (5) ◽  
pp. 701-732 ◽  
Author(s):  
Yolanda Ramírez ◽  
Ángel Tejada
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Content Analysis ◽  
Information Needs ◽  
Public Universities ◽  
Relational Capital ◽  
Content Type ◽  
Spanish Universities ◽  
Spanish Public Universities

Purpose The purpose of this paper is to investigate the extent and quality of online intellectual capital (IC) disclosure released via websites and social media in relation to university stakeholders’ information needs in Spanish public universities. In addition, this paper examines whether there are differences in the online IC disclosure according to the type of university. Design/methodology/approach The study applies content analysis and a survey. The content analysis was used to analyse the websites and social media (Twitter, Facebook, LinkedIn and Instagram) of all Spanish public universities in the year 2019, whereas the survey was submitted to all members of the Social Councils of Spanish public universities. Findings The findings indicate that university stakeholders attach great importance to online disclosure of specific information about IC. However, the findings emphasise that Spanish universities’ website and social media content are still in their infancy. Specifically, this study found that the quality of disclosed information on IC in public universities’ websites is of low level, particularly with regard to the disclosure of relational capital. The study found that the information provided by Spanish public universities via social media mainly concerns the structural and relational capital. Likewise, the results of this paper evidence that the larger and more internationally focused universities reveal more online information on IC. Practical implications The results of the research may be beneficial for managers of higher education institutions as a basis for developing adequate strategies addressing IC disclosure through the websites. In order to satisfy the information needs of university stakeholders, Spanish universities can be recommended to focus on reporting higher-quality information on financial relations, students’ satisfaction, quality standard, work-related knowledge/know-how and collaboration between universities and other organisations such as firms, local government and society as a whole. Originality/value This study explores two innovative tools to provide IC disclosure in the higher education institutions context, namely, websites and social media, whereas previous studies focused on traditional tools as annual report. Likewise, this study considers the quality of this information.

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