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The purpose of this paper is to provide empirical evidence on the relationships between the dimensions of intellectual capital (IC) and the generation of knowledge in public universities.

An online survey was developed and administered in Colombia. A total of 209 researchers participated in the study. Data were collected through IC measurements concerning the research mission of the universities. Scientific publications from the respondents and the citations received were taken as proxies for the generation of knowledge. To test the hypotheses, structural equation modeling was used.

Hypotheses proposing a positive association between the dimensions of IC, namely, human capital, structural capital, and relational capital, and the generation of knowledge were tested. The findings highlight that human capital is indirectly and positively related to the generation of knowledge through relational capital, as well as through the path of structural capital-relational capital.

The study suggests that directors of research at universities could improve the results of this activity by analyzing and understanding the dimensions of IC that contribute to the development of scientific capacities and the generation of knowledge.

This is one of the first studies that has examined the interrelationships between the dimensions of IC at universities and the generation of knowledge.

This study aims to develop and empirically test a “stocks and flows”-based model of intellectual capital (IC) that examines how human-embodied knowledge (i.e., human capital) can be transformed into organisational non-embodied knowledge (i.e., organisational capital) through the mediating roles of social capital and the knowledge management (KM) process of knowledge transfer.

A structural model was developed and empirically tested using a survey data set of 295 questionnaires collected from the “knowledge-intensive” pharmaceutical manufacturing industry in Jordan.

Empirical results revealed that each of human capital, social capital and knowledge transfer has a positive and significant effect on organizational capital. In particular, knowledge transfer emerged as having the strongest effect. Social capital, on the other hand, emerged as having a positive and significant effect on knowledge transfer. Mediation analysis revealed that while human capital significantly affects organizational capital, such an effect is partially and significantly mediated by each of social capital as well as knowledge transfer.

This study provides senior managers in pharmaceutical manufacturing firms with valuable insights pertaining to the development of their IC, in terms of how to exploit their knowledge stocks (i.e. human-embodied knowledge and organizational non-embodied knowledge) through managing knowledge flows between them. This was shown to be significantly leveraged by the mediating roles of social capital as well as knowledge transfer.

This study provides important theoretical and empirical contributions to the extant literature in a number of ways. It provides better understanding of the intricate linkages among IC dimensions, and how these play complementary roles in organizational capital development. It has also provided important empirical evidence highlighting the vital mediating roles of social capital and knowledge transfer in facilitating knowledge flows, which aid in transforming human-embodied knowledge stocks into organizational-embodied ones.

Intellectual capital (IC) is an increasingly important strategic asset for sustainable value creation in organisations. This paper aims to provide a conceptual perspective on the university’s role as a catalyst for IC creation and development within the dynamic landscape of organisations, exploring the nexus to capture its essence.

Adopting a conceptual framework development approach, key concepts were cohesively and coherently synthesised from various theoretical underpinnings, namely, the multiple capitals approach to maximising corporate value creation, the evolved triple bottom line approach to corporate sustainability, the triple helix innovation model and its subsequent extensions, the upper echelons theory and the social licence construct linked to stakeholder, legitimacy and institutional theories.

A comprehensive conceptual framework was developed that outlines universities’ role in catalysing four corporate IC forms crucial to sustainable organisational value creation: human capital, governance capital, social/relational capital and structural/organisational capital. The framework interprets this role of universities as dynamic IC reservoirs serving regional ecosystems for sustainable development. It highlights the synergistic sustainable value creation between universities and organisations in host communities and broader society, with university governance acting as a key driver.

This paper offers a theoretically grounded interpretation of universities’ pivotal role in catalysing essential forms of IC to support contemporary organisations’ sustainable value-creation processes. The proposed framework has the potential to ignite conversations on the crucial connection between universities and corporate IC development relevant to sustainable organisations, inspiring future empirical research, reflection and discussion.

Human and artificial intelligence has often been examined through competitive and oppositional lenses, which may no longer suffice in modern digital and knowledge-based societies. This paper advocates for a holistic perspective by integrating human and artificial intelligence within the conceptual framework of intellectual capital (IC).

Employing a deductive approach rooted in systems theory, this study reinterprets established dimensions of IC for the era of artificial intelligence.

Drawing inspiration from the Information Variety Model and the 4C Curve Model, both developed within the research framework of the Viable Systems Approach, a conceptual framework is proposed to transcend fragmented perspectives. It aims to provide researchers and practitioners with a comprehensive understanding of human–artificial intelligence relations within the realm of IC.

This paper contributes to the ongoing discourse on the potential evolution of IC in the era of artificial intelligence by presenting a multidisciplinary framework that challenges reductionist perspectives. It underscores the importance of systems thinking in reframing, analyzing and discussing key dimensions of IC in the context of the artificial intelligence era.

The lockdown imposed to avoid the increase in the number of infections caused by the pandemic emergency declared in January 2020 has unavoidably compromised the normal functioning of the Universities. They have been forced to stop the operation of their traditional student-oriented activities. In this light, the present work aims to analyse how traditional Italian Universities continue to deliver services to their students during the emergency.

Qualitative explorative research was done. The paper used a multiple case study focused on two main public universities located in Rome (Italy). The data was collected using action research with participant observation. The activities observed before and during the health emergency are those related to the second mission and their services.

Until the pandemic emergency arose, in the organizations analysed, the work was done traditionally. When the lockdown started the main instruments adopted to teach and provide the related services to students were the digital tools. Therefore, these devices represent how these organizations could immediately react to face the challenge arising from the impossibility to physically meet the students while continuing to support them in their educational path. Based on the findings obtained these universities fall into the “corporate entrepreneurship” definition.

The present work has managerial and academic implications. The academic implications can be summarized in two main points: the work (1) promptly analysed the changes necessary to overcome the problematics caused by the pandemic emergency; (2) contributes to the debate concerning the transfer of knowledge using digital tools and their relevance on the intellectual capital. One of the limits of the work is that only two Italian traditional universities are analysed and that the study focuses on universities located in a same city.

On the other hand, in referent to managerial implications, this paper highlights how the corporate entrepreneurial view could be useful to support an inspected challenge that could happened in a certain historical period. Therefore, a real implementation of the entrepreneurial concepts is preferred.

The paper discussed an original and contemporary topic not yet investigated since it refers to the Universities' reaction to the pandemic emergency in 2020, with the focus on their ability to maintain the intellectual capital value and give more points that could be investigate in the future, as, e.g. a selection of more than three traditional universities or with a comparative case study, useful in highlighting the strengths and weaknesses of the decisions taken in different contexts, considering: (1) telematic universities and traditional universities; or (2) universities located in other countries. Another future line of enquiry could be to focus the analysis on the effective quality of the MOOCs applied at the universities' activities, using the students' opinions obtainable through OPIS (Rilevazione Opinione degli Studenti) or through direct interviews.

The purpose of this study is to verify some relationships between entrepreneurial attitude, university environment, entrepreneurial culture and entrepreneurial training, which can be used to promote entrepreneurship among university students.

A sample of 3,005 questionnaires answered by students from ten universities in Colombia was gathered and partial least squares structural equation modelling (PLS-SEM) was used for the analysis.

The results show that the more a student perceives an entrepreneurial culture and the more training he or she receives, the more entrepreneurial attitude he or she will have. Also, it was found that entrepreneurial culture has a positive effect on university environment, and the latter has a positive effect on entrepreneurial training.

The main limitation of this study was that only ten Colombian universities were sampled; therefore, general inferences cannot be made. Additionally, the variables investigated here may have not accurately measured the full scale of the entrepreneurship programmes in such universities or the way the culture of these institutions had a direct impact on students. Projects such as the Global University Entrepreneurial Spirit Students' Survey (GUESSS), which measure variables related to entrepreneurship at the university level, enable universities to shape their policies around this important topic. This study indicates that universities should offer training in entrepreneurial, problem-solving and communication skills to produce entrepreneurs who can better face current challenges.

Other studies have discussed entrepreneurial culture, but they usually deal with university environment, entrepreneurial training and entrepreneurial attitudes separately. This study integrates all these factors and measures the level of interaction between them.