Intellectual Capital as a Driver of Productivity and Competitiveness in Higher Education: A Systematic Review
Abstract
Objective: To review studies about knowledge management and intellectual capital measurement in order to categorize their methodological approaches and findings.
Design/Methodology: Following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines and integrated design, this literature review was conducted using the Scopus database to analyze how quantitative, qualitative, and mixed methods complement each other in this field.
Findings: Four studies emphasized productivity, focusing on its relationship with information technologies, knowledge management, and strategic management. Six studies centered on competitiveness, examining variables such as social value, sustainability, third mission activities, technology transfer, and economic renewal. Ten other studies addressed both productivity and competitiveness in an integrated manner to explain the impact of knowledge on the environment and stakeholders through variables like image, reputation, sectoral impact, leadership, innovation, and relationships with the business sector. Moreover, the analysis revealed a consensus in the literature: intellectual capital can be divided into human, relational, and structural capital.
Conclusions: Research on knowledge management and intangible capital is in its early stages, but it has made progress and reached consensus primarily using a mixed-methods approach. Most of this research has been cross-sectional and examined different types of capital and the elements that facilitate their management and measurement. Intellectual capital models tailored to the education sector guarantee that institutional capacities are employed to achieve goals (productivity) and impact stakeholders (competitiveness) through sustainability, knowledge transfer, innovation, social commitment, generational shift, and institutional leadership.
Originality: Previous systematic reviews have examined concepts and models of intellectual capital, but none had focused on value creation from the concepts of productivity and competitiveness in education.
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