Authors
1 Educational Administration, Health Management and Economy Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
2 Assistant Professor, Educational Administration, The University of Isfahan, Isfahan, Iran
3 Associate Professor, Educational Planning, Health Management and Economic Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract
Introduction: During the past two decades, higher education has played an important role as one
of the most important elements of advanced societies in development of science, information
technology and internet communications. In the knowledge-based world of 21st century, the need
for professionals and managers is growing which in turn increases the importance of higher
education in the society and the international community. This article sought to review
intellectual capital components in public higher education medical and non-medical systems in
Isfahan, Iran.
Methods: In an analytical study, stratified random sampling was used to select 480 subjects from
all faculty members (n = 1830) of Isfahan University, Isfahan University of Technology, Kashan
University, and Isfahan and Kashan Universities of Medical Sciences. A questionnaire was
designed according to Torres (2006). The validity and reliability of the questionnaire were
confirmed by face and content validity and Cronbach's alpha (r = 0.97), respectively. Using
SPSS18, data was analyzed at two levels of descriptive and inferential statistics.
Results: Intellectual capital and its components, including human capital, structural capital and
relational capital, in public universities of the province were lower than the average level. A
significant positive relation was observed between human capital, structural capital and relational
capital. Moreover, a significant difference was found between mean values of intellectual capital
components of universities in terms of location and duration of experience. In fact, structural
capital in universities of Isfahan was higher than other public universities in the province.
Likewise, faculty members with a work experience of 1-10 years had higher structural capital
than those with 11-20 years of experience. On the other hand, human capital and relational capital
were higher in faculty members with more than 21 years of experience. However, differences
based on other demographic characteristics were not significant.
Conclusion: Using intellectual capital framework as a heuristic tool would enable universities to
solve the new management problems, to disseminate intangible resources, and to cooperate with
multiple stakeholders.
Keywords
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