THE INTELLECTUAL CAPITAL OF UNIVERSITIES

The purpose of this paper is to present some of our research results concerning the intellectual capital of universities. This is an important topic of the intellectual research area since universities are knowledge intensive organizations. They contain bintellectual capital, integrator, knowledge, learning organization.

Flow in knowledge intensive organizations

Masteroppgave i økonomi og administrasjon - Universitetet i Agder 200

Does it Take an Expert to Lead Experts? An Empirical Study of Business School Deans

Should knowledge-intensive organizations be led by experts? To explore this, the paper studies the case of the world s leading business schools. It asks the question: are top scholars leading the top schools? A statistically significant correlation is presented. The higher a business school is in a global ranking, the higher the number of life-time citations of the dean. The paper offers a theory to explain this. Interview evidence is also provided

An Evolutive Model of Knowledge-Based Organizational Populations

In this paper we develop an evolutionary agent-based simulation model derived from a knowledge-based theoretical framework and use it to explore the effect of knowledge management strategies on the evolution of a group of knowledge-intensive organizations located in a given geographical area. We then present the results of different runs of the simulation model.knowledge management strategies

Knowledge-Intensive organizations and their role in promoting sustainable development

Peer ReviewedPostprint (published version

Educating Managers in Knowledge Intensive Organizations

Education boosts leaders’ confidence and competence level. A survey undertaken at Hedmark University of Applied Science shows that managers that enroll in studies in Organization and Management claim that studying has been a support in their development as managers, and has contributed to their confidence and competence level. In an increasingly more competitive marked, strategies on Knowledge Management (KM) seem more important than ever. By being able to assimilate, develop and share knowledge, organizations are able to stay competitive. The organizations thus need managers that accept, understand and can work with KM principles and strategies. KM is defined by Davenport(1994) as being about capturing, distributing and making sense and use of knowledge. In all the courses in the year program, there are elements from KM. However, it is not enough “knowing what”, this needs to be supported by “knowing how”, terms coined by Gilbert Ryle (1949). Supporting the process of going from declarative knowledge to procedural knowledge can be undertaken by e.g. features from Senge’s five disciplines(Senge, 1992), in particular team learning, systems thinking and shared visions. Underlying team learning, systems thinking and sharing visions, are reflection and how to utilize reflective methods. Student active methods embrace activities that facilitate reflection and reflective thinking, and experiencing. This paper presents how KM principles and strategies are supported in the education of leaders using the different student active methods. The data are mainly retrieved from a survey, and are supported by data from interviews and observations. The data from interviews are “member checked” to secure validity and credibility issues

Project Selection in Knowledge Intensive Organizations Based on Intellectual Capital Scorecards

Management of intellectual capital is an important issue in knowledge intensive organizations. Part of this is the composition of the optimal project portfolio the organization will carry out in the future. Standard methods that guide this process mostly focus on project selection on the basis of expected returns. However, in many cases other strategic factors should be considered in their interdependence such as customer satisfaction, reputation, and development of core competences. In this paper we present a tool for the selection of a project portfolio, explicitly taking into account the balancing of these strategic factors. The point of departure is the intellectual capital scorecard in which the indicators are periodically measured against a target; the scores constitute the input of a programming model. From the optimal portfolio computed, objectives for management can be derived. The method is illustrated in the case of R&D departments

Espoused versus realized knowledge management tool usage in knowledge intensive organizations

Many knowledge intensive organizations (KIOs) have invested in tools and policies to enhance knowledge-sharing and application as this is crucial for their growth. The implementation of these tools results in multiple approaches for knowledge-sharing being available. This article reports on an empirical study of five global management consultancies investigating how consultants choose between these knowledge-sharing alternatives and the factors driving this choice. Our findings indicate that consultants base their decisions on both judging the anticipated benefits of the knowledge content and the associated process costs. Importantly, the criteria employed to assess these knowledge-sharing alternatives was different to that of the leadership. The use of different criteria resulted in the leadership championing tools and policies that the consultants did not perceive as valuable. The study contributes to the human resource management and knowledge management literature, not only by surfacing criteria, yet to be discussed in the literature, used by the leadership and consultants of KIOs in determining which knowledge-sharing approach to use, but also by highlighting that when considering KM tools it was critical to take a multi-level approach as there may be some differences in rationales as to why some systems are used or not

Charismatic communication style in knowledge-intensive organizations

This thesis is about charismatic leadership, focusing on charismatic communication style in Finnish knowledge-intensive organizations. The topic is relevant due to increasing demand for information work in the society. Moreover, such work requires cooperation and intellectual engagement from the workforce, which require proper communication, motivation and leadership. The theoretical framework consists of prominent theories and findings about charismatic leadership and charismatic communication style. The idea is to first paint the broader picture with basic concepts about charismatic leadership and then zoom into charismatic communication style. The literature review is made from a critical perspective. The aim of the study was to find out how information workers perceive charismatic communication style, using concrete examples from their own work. There were ten semi-structured interviews conducted in total. The interviewees were picked in a fashion that emphasized heterogeneity and rich data. Thematic analysis was used to identify patterns and crucial points of the interviews, and make sense of the data. Based on the interviewees' perceptions, their charismatic leaders communicated in a way that conveyed authority, approachability, character, aspiration, integrity and intelligence. Findings also suggest that the proper balancing of these six features (especially authority and approachability) and using situational eye is important to charismatic communication style, as well as conveying emotion. However, these are not universal conclusions about the topic, but rather an effort to understand charisma better in business context

THE INTELLECTUAL CAPITAL OF UNIVERSITIES

The purpose of this paper is to present some of our research results concerning the intellectual capital of universities. This is an important topic of the intellectual research area since universities are knowledge intensive organizations. They contain