Proposal of Indicators for Intellectual Capital in Higher Education

The objective of the chapter is to provide a proposal of indicators of intellectual capital in higher education for the organizations that comprise it. The importance of valuing intellectual capital in educational organizations is to measure their contributions to society, which complement the financial landscape and allow comparison between similar institutions, in order to compare their performance. Therefore, the conclusion of carrying out this process in higher education is 1) providing adequate information on the value of HEIs to society, 2) assessing and directing the response capacity of the organization towards the needs of the productive and services sector (interest groups), 3) orienting the development of the components of intellectual capital towards a knowledge management that allows to solve in an efficient way the problems of the society, and 4) optimizing the human talent of the institution for the achievement of the organizational objectives.

The Training of Intellectual Capital in the Tourism Sector Based on the Development of Professional Skills

The objective of this chapter is to offer an approach to the generation of competitive advantage in the tourism industry based on the definition of intellectual capital and its relationship with professional competences in tourism, which is why the topic of educational competences in higher education is described, since professional skills are achieved through these. Subsequently, the exploration of the intellectual capital concept and the conception of tourism is presented. Finally, the relation of the thematic axes of this chapter is presented to incorporate the conclusion that describes that the educational competences in higher education applied by professionals in the tourism industry will result in the productivity and profitability of the organizations known as intellectual capital.

Development of Competences Through the PBL and the Use of Technology

The objective of this chapter is to present a case study in the National Polytechnic Institute, which is focused on two aspects: 1) to know what kind of educational practices are implemented in the classroom and how ICTs are used and 2) to analyze the impact of project-based learning (PBL) in the Oral and Written Expression Learning Unit I to know what competences such as creative thinking, improving motivation, and meaningful learning are developed, as well as the use of ICT for research, analysis, experimentation, simulation, and socialization, in such a way that, during the application of the PBL methodology in conjunction with ICT, skills that are required throughout life are developed, both in academic, scientific, and occupational fields.

The Knowledge Society and Entrepreneurship Within the Higher Education Institutions in Mexico

Knowledge has been an implied part of all social organizations, since it allows the progress and the discovery of new techniques and technologies to put up new activities that are not easily replicated by rivals. The chapter aims to show that institutions of higher education support the society of knowledge in Mexico for entrepreneurship through an analysis of the programs that are taught in the two public universities in the country. The structure of the chapter will be organized into three sections: 1) the knowledge of society and its relation with institutions of higher education, 2) the generation of entrepreneurship in higher education institutions, and 3) the society of knowledge and entrepreneurship in institutions of higher education in Mexico.

The Formation of Human Capital and Its Relationship With the Knowledge Society in Mexico

The processes of economic globalization and accelerating technological change have led to changes in economic and social life at a global level. New technologies, such as the TICs, systems of artificial intelligence, scanning, connectivity, nanotechnology, and biotechnology, among others, have transformed the national productive structures and human capital that require technologies disruptive today. In this context, education has become the main element of the knowledge society and training of human capital that demands a knowledge-based economy. The objective of the chapter is to analyze the relationship between human capital formations in the construction of a society of knowledge in Mexico. The structure is organized in three sections: 1) an analysis of the knowledge society, 2) the formation of human capital and the institutions of higher education in the knowledge society, and 3) human capital formation and its relationship in the construction of a society of knowledge in Mexico.

(Un)feasibility of FeesMustFall Campaign From a Political Economy Perspectives

The FeesMustFall campaign since October 2015 has grown to be one of the biggest movements ever witnessed in the history of South African student politics. Similarly to the struggle waged by 1976 youth against the dominance of Afrikaans as the medium of instruction, FMF challenges the current government and universities to provide free, quality, and decolonized higher education. Considering the slow pace of economic growth, the realization of free and quality education might be an impossible dream. Thus, dropping the fees seems to be a financial relieve to the poor students, but not the panacea to challenges faced by institutions of higher learning. FMF movement challenges both the government and ANC leadership to walk the talk by implementing policies and resolutions taken to transform higher education from declining. The question is, What are the costs and benefit of free education as advocated through FeesMustFall campaign? Can South Africa afford sustainable free education without compromising other areas of need?

Towards Advancing Human-Centered Intellectual Scholarship Through University-Community Partnership

This chapter explores the potential benefits and opportunities for institutions of higher learning (HEIs) to advance human-centered intellectual scholarship through institutionalizing university-community partnerships. The chapter argues that the success of these partnerships are not only depended on respect and mutual understanding but also on collective envisioning by all partners in forging both the strategic and plan of action. Paying lip-service to community-civil engagement or service-learning-deprived students, universities' and respective learning communities generate transformative knowledge and use knowledge as a strategy to deal with their problems. The chapter uses service learning or community engagement-related programs and projects from different universities as case studies in South Africa. Informed opinions from experts from academic institutions and students will be engaged to extract primary data.

Ecological University for Transformative and Critical Intellectual Capital Advancement and Scholarship in South Africa

This chapter interrogates an ecological model of university as a framework to understanding evolving roles played by institutions of higher learning, particularly universities, thus including their implications for a wider society transformational change. Barnett has explored various models ranging from the metaphysical, scientific, entrepreneurial, and bureaucratic to liquid, therapeutic, authentic, and ecological models. The author further argues that being and becoming ecological is a huge project, as it takes the university into a new order of being. A university within this model becomes an entity that constantly engages with itself and its adjacent environment in order to remain relevant and be part of the solutions to the societal challenges. In this chapter, case studies from the South African universities were used as the research technique, including selected interviews with key stakeholders in the higher education sector.

Grounding Institutions of Higher Learning as Learning Organizations for Developing Intellectual-Knowledge Society

This chapter explores the complex and dynamic environment in which institutions of higher learning (HEIs) have to operate and the imperative for them to transform themselves into learning organizations. This chapter is underpinned by the concept of learning organizations as its theoretical exposition to gauge the capacity of universities to learn and transform themselves. The chapter argues that institutions of higher learning are strategically poisoned to transform themselves as learning organizations. Thus, learning organization-based HEIs could be advanced by transmitting knowledge through teaching and learning, knowledge production through research and managing, and disseminating knowledge through community engagement or service learning. These responsibilities form part of the integral and core business of the HEIs, especially of the universities.

Human, Relational, and Structural Capital as Strategic Objectives in Higher Education

This chapter will focus on the characterization of human, relational, and structural capital, as well as the importance of establishing them as strategic objectives in higher education in Mexico, with the aim of designing academic proposals oriented to optimize and manage intellectual capital. Given that the new economic order demands from academic organizations more efficient ways of producing and transferring education, the context of higher education is pointed out with reference to the capitals in question and the importance of their relationship in such a way that through this it is possible to determine strategic objectives that maximize academic performance and improve teaching-learning models, as well as terminal efficiency in higher education schools in Mexico.