scholarly journals URIC AS AN INTEGRAL INDICATOR OF MEASURING THE INNOVATIVE POTENTIAL OF AN ORGANIZATION

2021 ◽  
Vol 2 (53) ◽  
pp. 138-144
Author(s):  
S.A. Starykh  ◽  
◽  
 I.G. Kuzmicheva ◽  
 D.I. Raspopin ◽  
◽  
...  

Subject. The level of intellectual capital development that reflects the innovative potential of the organization. Topic. The study of the level of development of the intellectual capital of an educational institution as a type of innovative organization. Purpose. Evaluate and analyze the intellectual capital of an educational organization based on the characteristics of the assessment of the innovative and intellectual potential of the organization itself, the region, as well as the socio-economic system as a whole. Methodology. Methods of research, analysis, and systematization of data. Results. The proposed measurement method allows for periodic monitoring of PEC, identifying strong and weak areas in the field of intellectual capital of the enterprise, and gives a real opportunity for management to systematically manage PEC. Application area. Organizations of an innovative type. Conclusions. Educational institutions are typical representatives of innovative organizations, on the one hand, having specific features, and on the other, having pronounced characteristics of this type of organization. It is educational institutions that combine all the essential parameters that are characteristic of innovative organizations, so to specify the methodology for assessing intellectual capital, we propose to use the indicators that are characteristic of educational institutions. Keywords: URIC, integral indicator, innovative potential of the organization, assessment of intellectual capital

Author(s):  
О.O. Komlichenko ◽  
N. V. Rotan

The article defines that the intellectual capital of an educational institution is a set of intangible resources and competencies for their use, which provide the formation, accumulation, and transfer of knowledge, skills, and experience and create competitive advantages and conditions for the long-term development of educational establishments. Identified components of intellectual capital in the context of the institution of vocational pre-higher education are the following: human, organizational, and consumer. It is emphasized that the development of the intellectual capital of an educational institution should be considered as irreversible, directed, conforming to the law of nature, and qualitative changes in the state of the human, organizational, and consumer resources and competencies. Peculiarities of management of intellectual capital development of the institution of vocational pre-higher education are determined. It is substantiated that the increase of the educational institution’s effectiveness and the quality of its services mostly depend on the composition and quality of intellectual potential of scientific-pedagogical staff, teaching, informational and material support of the educational process, and the institution’s ties with different stakeholders. It is proved that the management of intellectual capital development is a system of actions aimed at the availability, demand, and increase of educational services quality, the implementation of innovative teaching forms and methods; and increasing the number of intelligent products. According to the mentioned criteria, the intellectual capital of Kherson Polytechnic Vocational College of Odesa National Polytechnic University was estimated by using the integrated method. The results of the calculations allow us to claim that during the analyzed period the level of the intellectual capital of the educational institution increased from optimal to high (above average). This attests to the development of the intellectual capital components and the effectiveness of its management in the educational institution. The directions of effectiveness increase of management of intellectual capital development in the institution of vocational pre-higher education are offered.


2021 ◽  
Vol 5 (520) ◽  
pp. 281-288
Author(s):  
O. V. Stepanova ◽  

The article is aimed at developing scientific-methodological recommendations for the integrated multi-criteria assessment of intellectual capital. Achieving this goal requires solving the following tasks: analysis of the theoretical principles of intellectual capital; analysis of intellectual capital components; analysis of methods for assessment of intellectual capital; development of a multi-criteria model of integrated assessment of intellectual capital on the basis of program-target approach and utility theory. In line with the conception of management by objectives, as well as in accordance with both the systemic and the program-target approaches, the objectives of enterprise are formulated taking into account the growth, renewal and efficient use of intellectual capital. Based on the analysis of available publications, a classification of factors affecting intellectual capital is compiled. Using the structure of intellectual capital and graph theory, the «tree of purposes» of intellectual capital is built, which represents an unoriented, bound graph, the verticals (nodes) of which are purposes, and the ribs (arcs) are the links between them. A system of criteria – indicators that affect the achievement of the objectives is formulated. As a criterion for optimality of achieving the objective, it is proposed to use the multi-criteria utility function. It is noted that in order to assess intellectual capital, it is advisable to use the additive utility function, which makes it possible to compute the integral indicator of intellectual capital. This, in turn, allows to analyze the growth, renewal and efficiency of the intellectual capital of enterprise over a number of years, as well as compare enterprises with each other.


THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.


2021 ◽  
Author(s):  
Hanna Stupniker ◽  
◽  
Valentina Babenko ◽  

Under the influence of globalization and integration of economic processes in the domestic economy, the importance of intellectual resources is growing. Based on its use in economic activities, enterprises and organizations are able to realize their intellectual capital. The main condition for the formation of this special type of capital is the presence of intellectual potential that arises in the process of manifestation of intellectual abilities and professional competencies of the company's staff. The intellectual component is the fundamental basis of the system of relations between science, industry and society. Therefore, educational institutions play an important role in raising the intellectual level of the national economy. The theoretical approaches to determining the economic essence of the intellectual capital of higher education institutions have beem summarized in this article and the main aspects of realizing the intellectual potential of educational and research institutions in Ukraine have been explored. The availability of intellectual capital allows scientific organizations to formalize and implement in the market various forms and types of knowledge: research, skills, experience, competencies, professional skills. The purchase of knowledge allows commercial organizations to significantly increase the level of their technical and technological solutions, develop know-how, to acquire ownership of the right to use knowledge in the form of patents, licenses, franchises. On this basis, the production of new products can be carried out; use of new technologies, new management methods; creation of a trademark; development of new activities; entering new markets. The implementation of the socio-economic policy of the state should be based on the intensification of intellectual activity of higher education institutions, because in market conditions it is the state that should stimulate educational institutions to form intellectual capital. The important role of intellectual capital of higher education institutions is manifested in the fact that it allows them to become intellectual enterprises and significantly affect the national economy by increasing its competitiveness.


2018 ◽  
Vol 4 (4) ◽  
pp. 14-23
Author(s):  
Oleksandr Bakumov ◽  
Vladyslav Neviadovskyi ◽  
Olha Shaituro

In the era of rapid development of the information society, there is a problem of accumulation and rational use of intellectual capital, as well as the need to ensure its development. Now it is impossible to carry out the effective activity of enterprises without technologies, know-how, inventions, knowledge and experience of workers. Since world globalization and rapid transformation of the domestic economy led to some kind of economic and financial instability, which leads to an increase in interest in the research and use of information, it becomes necessary to study the possibilities of providing intellectual capital development in entrepreneurship and in the country. It should also be noted that sufficient funding for the development of intellectual potential leads to increased competitiveness of the country as a whole. Therefore, intellectual capital in a society with information as the main source holds key positions and is at the centre of a number of issues related to the development of entrepreneurship in the country, the development of the information society, the knowledge society, and the digital economy. Taking into account the cultural and value aspect and the explicit and implicit problems of multi-agent interaction in the information society, we believe that the approaches to the definition of the “information society” should not be antagonistic to each other, but symbiotic, and integrate the workings of each area of research of scientists, taking into account rapid development, globalization and informational synergistic effects that arise in recent years, it can be argued that the concept will be repeatedly transformed. It is investigated that, in the context of the information society, the concept of “intellectual capital” appears. We determine that intellectual capital is an aggregate of knowledge, experience, skills, creativity, abilities, relationships, accumulated in the process of intellectual activity, that have economic value and are used in the process of production and exchange for the purpose of obtaining income. The conducted research allows generalizing the conclusion that exactly the development of information and communication technologies has led to the emergence of an information society, which was an impetus for the development of e-economy, which precisely determined the emergence of e-commerce as its inherent part. It is proven that financing for the development of intellectual capital is required for many reasons; however, one of the keys is to raise the level of competitiveness not only of enterprises but of the state as a whole. Thus, the intellectual potential of citizens is aimed at the economic, technical, and cultural development of enterprises and their own state. Therefore, the support and development of the information society and its main good, namely, information and knowledge, should be actively implemented in enterprises for further development of entrepreneurship, the economy of the country and the state. That is why the research of models of financial provision of intellectual capital, which was carried out in the article (investment, crowdfunding, innovative), are defined as perspective directions of development of science and practice.


Author(s):  
Natalia Nikolaevna Zhuravleva ◽  
◽  
Anna Ivanovna Mukhina ◽  

The article proposes to solve the problem of organizing the activities of the city’s innovation platform by means of informatization. The relevance of the topic is not in doubt, as the study of the phenomenon of innovative development of educational institutions by means of information culture and related phenomena and related processes is now in demand. Information education, on the one hand, is a pressing problem for resolution, and on the other hand – providing opportunities, that is, acting as a stimulating factor for the development of preschool education in an innovative mode. This paper highlights some aspects of the problem of education information, which are particularly relevant and possible for resolution at this stage in the conditions of preschool education. Creating and expanding a single informational educational space solves the challenges of developing the potential (cultural and technical) of such with as a pre-school educational institution, as well as improving the quality of preschool education, its accessibility, continuity, etc., with the active interaction of all participants in educational relations.


Author(s):  
Marina V. Bogdanova ◽  
◽  
Alexander A. Parshintsev ◽  

This article is devoted to the assessment of intellectual capital, in particular, the development of a system of statistical indicators. In order to develop a system of statistical indicators, a comparative analysis of approaches to the definition of intellectual capital, as well as its structure, has been carried out. As a result of the performed analysis, it is proposed to study intellectual capital from the point of view of its essential specifics, taking into account the theoretical aspects of capital reproduction. For a comprehensive statistical analysis of intellectual capital, a multi-level system of indicators has been developed, the first level of which includes two components: intellectual potential and the result of its use, as well as three groups of indicators characterizing the process of intellectual capital reproduction: production of intellectual capital, distribution, exchange and its consumption. The second level of the scorecard details the components and groups of the first level. The third level includes individual indicators of intellectual capital. Using methods for constructing relative values and series of dynamics, the analysis of the presence and dynamics of intellectual capital by individual indicators in the Russian Federation and in comparison with the countries of the world was carried out. It was found that some indicators give multidirectional trends that complicate the overall interpretation of the results. It is concluded that it is necessary to develop a complex integral indicator of intellectual capital.


LOGOS ◽  
2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Mg. Víctor Hugo Pillaca Valdez

RESUMEN El propósito de esta investigación es estudiar la relación existente entre la calidad percibida y la calidad esperada desde las percepciones de los estudiantes en cuatro instituciones educativas de Huamanga, Ayacucho. Se realizó un análisis descriptivo correlacional y comparativo de medias con la finalidad de determinar, primero, si existía relación entre las variables. En  segundo lugar, verificar si se producían   diferencias significativas entre las mismas. El análisis correlacional nos permitió identificar procesos o patrones existentes en el mundo de las percepciones con respecto a la relación entre las variables; así como el análisis de diferencia de medias nos proporcionó evidencias de la evaluación general de la calidad del servicio educativo que se brinda en dichas instituciones. El estudio fue realizado a dos niveles: el general, considerando las cuatro instituciones educativas como grupo y el desagregado, por cada institución educativa. La muestra estuvo conformada por 339 estudiantes, correspondientes a cuatro instituciones educativas emblemáticas de la ciudad de Huamanga, Ayacucho. Los instrumentos de medición de las variables calidad percibida y calidad esperada, presentan una fuerte confiabilidad y cada uno de sus ítems muestra una alta consistencia interna. Descriptivamente, los resultados muestran que, para el 54% de los estudiantes encuestados, la calidad percibida es menor o igual que la media y para el 46% la calidad percibida es alta o muy alta. Respecto a la calidad esperada, el 27.2% espera una calidad baja o media, mientras que el 72.8% espera que sea alta o muy alta. En otras palabras, más de la mitad percibe una calidad baja o igual a la media y casi tres cuartas partes esperan una mejor calidad de la que están recibiendo. Por otro lado, en la evaluación de la calidad general del servicio (calidad percibida menos calidad esperada) se encuentra que para el 71% de estudiantes, la calidad es deficiente, ya que no llegan a percibirla como esperan, mientras que para el 29% la calidad es buena o excelente porque obtienen una calidad igual o que excede lo esperado. Desde el punto vista inferencial, se demuestra que existe una correlación moderada, positiva y significativa entre las variables calidad percibida y esperada. Sin embargo, al analizar dividiendo al grupo en valoraciones de la calidad percibida sobre y bajo la media, se encuentra que no existe correlación significativa entre las dos variables en el caso de estudiantes que valoran por debajo de la media. Por otro lado,  existe correlación positiva y significativa en el grupo de los alumnos que valoran por sobre la media. Este dato tiene enormes implicancias para los procesos de mejoramiento de la calidad. La diferencia de medias entre las variables es altamente significativa y con mayor valor hacia lo esperado que a lo percibido. Esto implica que la calidad del servicio educativo es significativamente deficiente.  ABSTRACT The purpose of this investigation was to study the relationship between perceived quality and expected quality of student’s perceptions from four educational institutions of Huamanga, Ayacucho. Correlational descriptive analyses and comparison of means were applied with the aim to determine if there was any relationship or any significant differences between the variables. Correlational analyses allowed identifying the processes or patterns in the world of perceptions about the relationship between variables and analysis of mean difference provided us with evidence of the overall assessment of the quality of education that is offered in these educational institutions. The study was conducted at two levels: the studies of a general nature which considered the four educational institutions and the disaggregated study on each educational institution. The sample consisted of 339 students, corresponding to four emblematic educational institutions of Huamanga, Ayacucho. The perceived quality and expected quality variables measuring instruments have a strong reliability and each of its items shows high internal consistency. Descriptively, the results show that for the 54% of students surveyed,  the perceived quality is less than or equal to the average, and for the 46% perceived quality is high or higher than the  expected quality ,, the perceptions of the  27.2% of students  about quality service received is  from  low to medium, while the 72.8% expected to be high or very high. In other words, more than half students perceived a lower quality or equal to the average and almost three-quarters expect a better quality than the one they are receiving. On the other hand, the evaluation of the overall quality of service (perceived quality minus expected quality) shows that for the 71% of students, the quality is deficient because they don’t get to perceive the quality they expect, while for the 29% the quality is good or excellent because they get an equal quality or exceed expectations.From the inferential point of view, it shows there’s a moderate correlation, positive and significant relationship between perceived and expected quality variables. However, the analysis by dividing the group in perceived quality variable ratings above and below the average shows that there’s no significant correlation between the two variables in the case of students who value below average. Instead, there’s a positive and significant correlation in the group of students who value above average. This fact has enormous implications for the processes of quality improvement. The mean difference among the variables is highly significant and greater value to the expected than the perceived. This implies that the educational service quality is significantly deficient.


2016 ◽  
Vol 1 (3) ◽  
pp. 212
Author(s):  
Suyatno Suyatno

Abstract: The growing dichotomy in the world of science education today has been split into two faces of education in the extreme polar opposites. On the one hand, there is a general educational institutions under the auspices of the Ministry of Education and Culture. By most Muslims, this institution was branded as a secular institution, because the science is developed far from the values of monotheism. On the other hand, there are religious institutions (adrasas) which is under the Ministry of Religious Affairs. For secular scientists, educational institutions is considered obsolete because science is pseudo science developed. Such polarization would be detrimental to human life due sciences developed in two models of educational institutions are not able to resolve the problems faced by modern man. Secular science without the spirit of monotheism will make man alienated from himself, while the science of religion as such, causes people not able to face the challenges and changing times. Therefore, it takes an alternative educational institution that develops in integrated science, which combines general sciences and theology. The birth of the Islamic Primary School Integrated Lukman al - Hakim is a response to the dichotomy. Abstrak: Dikotomi ilmu yang berkembang dalam dunia pendidikan saat ini telah membelah wajah pendidikan menjadi dua kutub yang berlawanan secara ekstrim. Di satu sisi, ada lembaga pendidikan umum yang berada di bawah naungan Kementerian Pendidikan dan Kebudayaan. Oleh sebagian umat Islam, lembaga pendidikan ini dicap sebagai lembaga pendidikan sekuler, karena ilmu yang dikembangkan jauh dari nilai-nilai tauhid. Di sisi lain, ada lembaga pendidikan agama (madrasah) yang berada di bawah Kementerian Agama. Bagi ilmuwan sekuler, lembaga pendidikan ini dianggap ketinggalan zaman karena ilmu-ilmu yang dikembangkan bersifat pseudo ilmiah. Polarisasi yang demikian tentu akan merugikan kehidupan manusia karena ilmu-ilmu yang dikembangkan di dua model lembaga pendidikan tersebut tidak mampu menyelesaikan permasalahan yang dihadapi manusia modern. Ilmu sekuler tanpa spirit tauhid akan menjadikan manusia teralienasi dari dirinya sendiri, sedangkan ilmu agama an sich menyebabkan manusia tidak mampu menghadapi tantangan dan perubahan zaman. Oleh karena itu, dibutuhkan sebuah lembaga pendidikan alternatif yang mengembangkan keilmuan secara integratif, yang memadukan antara ilmu-ilmu umum dan ilmu agama. Lahirnya Sekolah Dasar Islam Terpadu Lukman al-Hakim merupakan respon terhadap adanya dikotomi tersebut. Kata Kunci: Integrasi Ilmu, Kurikulum Terpadu, SDIT Lukman al-Hakim


2019 ◽  
Vol 31 (1) ◽  
pp. 273-280
Author(s):  
Anita Cucoviċ

There is no doubt that great competitiveness among companies makes it clear that without rapid and radical changes, Kosovo will not be able to deal with competition in the environment, both broader and immediate. Success in the new world economy will depend on good leadership at all levels, from companies to the state.The leader is the one who successfully leads the change of the organization in order to create a flexible and efficient company capable of quickly and successfully facing the challenges of the external and internal environment and optimally utilize its resources. Such a leader model is necessary for Kosovo in all sectors, i.e. public administration and provides guidelines for how to successfully manage social change in a turbulent environment.Value in the knowledge economy is not generated by the quantity of manufactured products, but by the quality generated by knowledge workers. All of these changes dramatically changed the nature of value creation. It's no longer possible to think about a product as a physical manifestation of value.Industries such as power distribution, telecommunications, computers, software, i.e. high-tech industries have almost doubled their product share over the past twenty years, while knowledge-based services have grown faster and faster.In many companies, knowledge and its personality, intellectual capital, are not directly reflected in the financial statements, and consequently there is insufficient attention in managing those resources. Such companies still calculate their success or failure on old principles, while letting intellectual capital remain unused.


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