What Is The Relationship Between Human And Social Capital: What Transfers To Whom?

The purpose of this article was to explore the moderating role of the manager skills on the relationship between the intangible capitals and firm performance. Specific aims included (a) to synthesize the prior literatures and definitions related to human, organizational and social capital, firm performance and manager skills, (b) to refine conceptual definitions of the human and social capital with associated conceptual antecedent, organizational capital, and consequences, firm performances, (c) to propose a synthesized conceptual framework guiding the mediated moderation of the manager skills on the relationship between intangible capitals and firm performance. The analysis include data collected from a survey with the total of 370 information communication technology (ICT) firm’s managers. The mediating and moderating techniques are used to analyze the indirect effects of organizational capital on firm performance via human and social capital and the moderating role of manager skills on the relationship between intangible capitals and firm performance. The results show that all intangible capital dimensions have direct impacts on firm performance. In addition, there is the existences of the mediating role of the human and social capital on the relationship between firm performance and organizational capital and moderating role of the manager skills on the relationship between intellectual capital dimensions and firm performance. This is the first paper to examine comprehensively the conceptual framework of the moderating role of manager skills on relationships between intangible capitals and firm performance in ICT sector in a developing country like Vietnam.

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ENTREPRENEURIAL CAPITAL: EXAMINING LINKAGES IN HUMAN AND SOCIAL CAPITAL OF NEW VENTURES

Journal of Developmental Entrepreneurship ◽

10.1142/s1084946712500094 ◽

2012 ◽

Vol 17 (02) ◽

pp. 1250009 ◽

Cited By ~ 2

Author(s):

MARK T. SCHENKEL ◽

RODNEY R. D'SOUZA ◽

CHARLES H. MATTHEWS

Keyword(s):

Social Capital ◽

New Ventures ◽

Theory And Practice ◽

New Venture ◽

Social Worlds ◽

Entrepreneurship Theory ◽

Human And Social Capital ◽

Dynamic Relationships ◽

Entrepreneurial Capital ◽

The Relationship

Despite advancing extant theory, studies have tended to oversimplify the roles of human and social capital influences on nascent activity by underemphasizing the importance of motivational factors, construct dimensionality and context. This study seeks to extend previous efforts by investigating the relationship between various forms of human and social capital in the new venture creation process, both generally and across high and low technological contexts. Findings show that certain aspects of human capital are systematically related to certain aspects of social capital regardless of technological context, suggesting that nascent entrepreneurs may benefit more broadly from engaging in systematic efforts to construct certain types of social capital in support of venturing activities. Equally important, these findings support the central proposition that entrepreneurship theory and practice will benefit from more focused research efforts to generate insights into the dynamic relationships between individuals, their social worlds and entrepreneurial outcomes.

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A capital idea: exploring the relationship between human and social capital and student achievement in schools

Journal of Professional Capital and Community ◽

10.1108/jpcc-10-2020-0082 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Alan J. Daly ◽

Yi-Hwa Liou ◽

Claudia Der-Martirosian

Keyword(s):

Social Capital ◽

Student Achievement ◽

Student Learning ◽

Hierarchical Linear Modeling ◽

Teacher Collaboration ◽

Linear Modeling ◽

Content Type ◽

Achievement Outcomes ◽

Human And Social Capital ◽

The Relationship

PurposeAs accountability policies worldwide press for higher student achievement, schools across the globe are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms, which encourage greater collaboration among teachers, may ultimately support increased student learning. Specifically, this study aims to investigate the relationship between human and social and student achievement outcomes.Design/methodology/approachIn exploring this idea, the authors draw on human and social capital and examine the influence of these forms of capital on student achievement using social network analysis and hierarchical linear modeling.FindingsThe results indicate that teacher human and social capital each have a significant and positive relationship with student achievement. Moreover, both teacher human and social capital together have an even stronger effect on student achievement than either human or social capital alone.Originality/valueAs more schools across the globe adopt structures for teacher collaboration and the development of learning communities, there is a need to better understand how schools may capitalize on these opportunities in ways that yield improved student learning. Our work sheds new light on these critical foundational elements of human and social capital that are individually and collectively associated with student achievement.

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“The guild […] manufactures nothing, nor produces any artifact”: Barcelona's Seven Maritime Cargo Handling Guilds, c.1760–1840

International Review of Social History ◽

10.1017/s0020859020000012 ◽

2020 ◽

Vol 65 (3) ◽

pp. 399-431

Author(s):

Brendan J. von Briesen

Keyword(s):

Social Capital ◽

Labour Market ◽

Trade Union ◽

Service Sector ◽

Organizational Cultures ◽

Cargo Handling ◽

Secondary Sector ◽

Human And Social Capital ◽

The Relationship

AbstractBy studying the guilds of the seven maritime cargo handling trades of Barcelona, this paper aims to contribute to the relatively limited, but growing scholarship of port labour during the late artisan phase, and of service-sector guilds in general. It examines the relationship between occupational and organizational cultures, the types and means of inculcating human and social capital, and the formal and informal determination of qualification in view of the different guild responses to liberalization and abolition. Unlike guilds in the secondary sector, these corporations were organized horizontally among masters and had neither journeymen, nor apprentices in their respective trades. Some of them provided services individually while others worked collectively. They generally prohibited internal and external employment schemes, and many of them used a turn system or another to level work opportunities. One of these guilds transitioned directly into a trade union; others became owner associations or dissolved into unorganized competitors. The period studied covers the flexibilization of the labour market through progressively advancing liberal reforms of monopolistic guild privileges and the formal abolition of Spanish guilds in 1836. Comparisons with other European ports further highlight the multiplicity of considerations for understanding occupational and organizational cultures and the trajectories of guilds in the service sector.

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Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement

Teachers College Record ◽

10.1177/016146811411600702 ◽

2014 ◽

Vol 116 (7) ◽

pp. 1-42 ◽

Cited By ~ 3

Author(s):

Alan J. Daly ◽

Nienke M. Moolenaar ◽

Claudia Der-Martirosian ◽

Yi-Hwa Liou

Keyword(s):

Decision Making ◽

Social Capital ◽

Student Achievement ◽

Social Network ◽

Social Interaction ◽

Interim Assessment ◽

Empirical Base ◽

Instructional Decision ◽

Human And Social Capital ◽

The Relationship

Background A growing empirical base suggests that there is a positive relationship between teacher social interaction and student achievement. However, much of this research is based on standardized summative assessments, which, while important, may have limited applicability to timely instructional decision making. As such, in this work, we examine the relationship between teacher social interaction and interim benchmark formative assessments, which have been argued to play a more useful role in instructional decision making. Purpose In this study we used a human and social capital framework to explore the relationship between teacher social interaction and student achievement on an interim benchmark formative assessment. We hypothesized that teacher social capital would be positively related with student achievement as measured by an interim assessment, even after controlling for student and teacher demographics as well as proxies for teacher human capital. Population A sample of 63 teachers from five elementary schools in a midsize U.S. district completed a demographic and social network survey, from which we generated our human and social capital measures. For student-level data, we collected current and prior student achievement from 1,196 third to fifth grade students on an English Language Arts Interim Benchmark Assessment. Research Design We used survey data to conduct social network analysis and hierarchical linear modeling to explore the multilevel relationship between human and social capital and student achievement. Results Results indicated that even when controlling for student demographics and prior achievement, teachers’ human and social capital had a significant effect on student achievement as measured by interim assessments. More specifically our results indicated that more teaching experience in the current school was associated with better student performance on the interim assessment. In addition, the act of reaching out to other teachers to share knowledge regarding reading comprehension was associated with higher student scores on the interim assessment even when controlling for demographics and past academic performance. Conclusions This study offers a unique insight into the role of accessing capital resources and student achievement in strengthening schools under increased pressure to improve. Our work adds to the growing empirical base that suggests that teacher social interaction has a relationship with student achievement. To encourage social interaction, creating formal policies and structures for teachers to develop social ties with one another related to content may be a useful strategy in supporting student outcomes.

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The Afterschool Hours: Examining the Relationship between Afterschool Staff-Based Social Capital and Student Engagement in LA's BEST

PsycEXTRA Dataset ◽

10.1037/e643962011-001 ◽

2007 ◽

Cited By ~ 3

Author(s):

Denise Huang ◽

Allison Coordt ◽

Deborah La Torre ◽

Seth Leon ◽

Judy Miyoshi ◽

...

Keyword(s):

Social Capital ◽

Student Engagement ◽

The Relationship

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Ethnic niching in a segmented labour market: Evidence from Spain

MIGRATION LETTERS ◽

10.33182/ml.v9i3.96 ◽

2012 ◽

Vol 9 (3) ◽

pp. 249-262 ◽

Cited By ~ 11

Author(s):

Mikolaj Stanek ◽

Alberto Veira

Keyword(s):

Social Capital ◽

Labour Market ◽

Significant Role ◽

Immigrant Workers ◽

Structural Factors ◽

Immigrant Communities ◽

Logit Models ◽

Human And Social Capital

Using the Spanish National Immigrant Survey (NIS-2007) we identify the ethnic niches where workers from five main immigrant communities concentrate. We then implement logit models in order to assess how structural factors and human and social capital variables affect the odds of working in these niches. We observe that the strong segmentation of the Spanish labour market strongly favours the concentration of immigrants in certain occupational niches. Nevertheless, variables related to human and social capital still play a significant role in the placement of immigrant workers in different niches, all of which are not equally attractive.

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A successful person, society and civic activism

National Interests Priorities and Security ◽

10.24891/ni.16.10.1800 ◽

2020 ◽

Vol 16 (10) ◽

pp. 1800-1816

Author(s):

G.B. Kozyreva ◽

T.V. Morozova ◽

R.V. Belaya

Keyword(s):

Social Capital ◽

Political Life ◽

Public Confidence ◽

Russian Society ◽

The Public ◽

Civic Activism ◽

The Social ◽

Human And Social Capital ◽

Person Model ◽

Social Disparity

Subject. The article provides considerations on the formation and development of a successful person model in the modern Russian society. Objectives. The study is an attempt to model a successful person in the Russian society, when the ideological subsystem of the institutional matrix is changing. Methods. The study relies upon the theory of institutional matrices by S. Kirdina, theories of human and social capital. We focus on the assumption viewing a person as a carrier of social capital, which conveys a success, socio-economic position, social status, civic activism, doing good to your family and the public, confidence in people and association with your region. The empirical framework comprises data of the sociological survey of the Russian population in 2018. The data were processed through the factor analysis. Results. We devised a model of a successful person in today's Russian society, which reveals that a success, first of all, depends on the economic wellbeing and has little relation to civic activism. The potential involvement (intention, possibility, preparedness) in the social and political life significantly dominates the real engagement of people. The success has a frail correlation with constituents of the social capital, such as confidence in people and doing good to the public. Conclusions and Relevance. Based on the socio-economic wellbeing, that is consumption, the existing model of a successful person proves to be ineffective. The sustainability of socio-economic wellbeing seriously contributes to the social disparity of opportunities, which drive a contemporary Russian to a success in life.

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