Guest Editors: Giustina Secundo, University of Salento, Italy; Rosa Lombardi, Link Campus University, Italy; John Dumay, Macquarie University Sydney, Australia
Universities are currently undergoing major challenges in their missions of teaching and research. From a teaching perspective, the internet and online technologies have brough about the advent of Massive Open Online Courses (MOOCS) and the opportunity for students to choose between online, distance and mixed modes of education. Similarly, professional accreditations, such as Microsoft Certifications, are important professional qualifications that go beyond university offerings. Additionally, university education is no longer the remit of a privileged class in society as university education becomes ubiquitous in developed nations. A university degree is no longer a guarantee for a job, but a minimum essential requirement.
University education has also become a major export industry for countries like Australia, the USA, the UK, and the EU. However, exporting education is not a guaranteed continuing income source because Universities in developing nations are improving their offerings and are moving up the ranking league tables. Thus, the universities of today and tomorrow will be far different from what a university was even a decade ago.
Since the beginning of the IC movement, Universities have long been a fruitful research topic investigating issues such as intellectual property (Fine and Castagnera, 2003), management (Sanchez and Elena, 2006), research and development (Castellanos et al., 2004) and reporting (Sánchez et al., 2009; Low et al., 2015). These approaches are akin to what Petty and Guthrie (2000) identify as second stage IC research. However, more recently, research has begun to focus on the IC practice (Guthrie and Dumay, 2015), or third stage IC research (Guthrie et al., 2012) inside universities (Vincenza et al., 2013; Secundo et al., 2015; Vagnoni and Oppi, 2015).
Additionally, at the cutting edge is research examining the university third mission based on technology transfer and innovation, continuing education, and social engagement (Secundo et al., 2016, p. 299). The latter is in line with Dumay and Garanina’s (2013, p. 21) concept of fourth-stage IC research which helps "navigate the knowledge created by countries, cities and communities and advocates how knowledge can be widely developed thus switching from a managerial to an ecosystem focus". The transition from the traditional academic missions of teaching and research, to the enhanced third mission role is crucial for the transformation of universities in the evolving higher education environment as they continue to consolidate their position as critical players in socio-economic development and regional growth.
As a result of the widespread interest in IC in the public sector context, universities are the most researched public institutions (Dumay et al., 2015). This opens several opportunities for future research. First, there is an opportunity to synthesise the findings to inform research about the contributions made by previous researchers. Second, the synthesis of research will allow for expanding into more third stage IC research helps to understand how IC is as useful internal management technology. Third, using the IC fourth stage perspective research helps to understand how IC is useful for managing third mission variables such as the external environment, especially stakeholders.
This special issue investigates the intellectual capital (IC) in universities in light of the role they have in sharing and transferring knowledge, skills and other competencies both at organizational, regional and societal levels. Topics covered are include, but are not limited to the following:
• The university third mission and intellectual capital management
• Linking Intellectual capital and value creation in Universities
• Intellectual capital measures for Research and Teaching and third mission
• Intellectual capital and Knowledge transfer in university and research system
• Intangible assets for Academic entrepreneurship
• Intellectual capital in the University Ecosystem
• Best practices in managing intellectual capital
• The strategic Impact of Intellectual capital in Entrepreneurial universities
• Intellectual capital impact on University’s stakeholders
• Intellectual capital performance system for Industry-University collaboration
• Stakeholder management and Intellectual capital
• Web 2.0 technologies for Intellectual Capital
• The impact of IC, ICT and the internet on university teaching and learning
Submissions to this special issue must be made through the ScholarOne submission system here: https://mc.manuscriptcentral.com/jicap
Please visit the author guidelines for the journal at http://emeraldgrouppublishing.com/products/journal/author_guidelines.htm?id=jic which gives full details. Please ensure you select this special issue from the relevant drop down menu on page four of the submission process.
28 February 2017