Page 123 - Rižnar, Igor, and Klemen Kavčič (ed.). 2017. Connecting Higher Education Institutions with Small and Medium-Sized Enterprises. Koper: University of Primorska Press
P. 123
Intellectual Capital Report of the University
into account (Easterby-Smith, Thorpe, and Lowe 2005; Patton 2002).
A survey with representatives of the university’s management and
the management of one university member (purposive sample) was
conducted electronically (via e-mail). By analysing the results of the
survey questionnaires, we obtained a narrower set of indicators that
were included in the proposed model. A simple statistical analysis was
used for the analysis of the survey questionnaires.
The research includes primary and secondary data sources. Primary
data sources were obtained through interviews and surveys, while sec-
ondary data sources contain data on ic found in the literature, the data
on different models and guidelines for disclosing ic, and the data con-
tained in the u p’s fundamental and strategic documents (strategy and
vision, self-evaluation reports, annual business work reports and an-
nual work programmes).
The research is based on the following assumptions:
• the u p operates in a similar environment to the universities in
comparable European countries and has the same social role;
• in Slovenia, the importance of ic and its impact on the operation
of the university is similar as in foreign countries;
• in terms of ic components, the Slovenian higher education and
research area is the same as in comparable European states.
The research is limited in terms of contents and methodology. The
limitations in terms of contents result from the lack of research and the
few examples of ic reports designed in higher education and research
institutions such as universities. On the other hand, methodological
limitations result from the fact that the sources or documents – on the
basis of which the set of organisationally specific indicators of individ-
ual ic components is designed – are limited.
Methodological limitations are largely due to shortcomings in the
data collection methods (survey and interview) and case study. The
greatest methodological limitation is related to the fact that the case
study was conducted in only one higher education institution. This
means, that the obtained results cannot be applied to other Slovenian
higher education institutions or to the Slovenian higher education area.
Furthermore, to increase the credibility of the research, a testing survey
should be conducted on a larger test sample with more respondents. At
the same time, the set of indicators would be different if the survey
was conducted on a larger sample; the choice of respondents and inter-
121
into account (Easterby-Smith, Thorpe, and Lowe 2005; Patton 2002).
A survey with representatives of the university’s management and
the management of one university member (purposive sample) was
conducted electronically (via e-mail). By analysing the results of the
survey questionnaires, we obtained a narrower set of indicators that
were included in the proposed model. A simple statistical analysis was
used for the analysis of the survey questionnaires.
The research includes primary and secondary data sources. Primary
data sources were obtained through interviews and surveys, while sec-
ondary data sources contain data on ic found in the literature, the data
on different models and guidelines for disclosing ic, and the data con-
tained in the u p’s fundamental and strategic documents (strategy and
vision, self-evaluation reports, annual business work reports and an-
nual work programmes).
The research is based on the following assumptions:
• the u p operates in a similar environment to the universities in
comparable European countries and has the same social role;
• in Slovenia, the importance of ic and its impact on the operation
of the university is similar as in foreign countries;
• in terms of ic components, the Slovenian higher education and
research area is the same as in comparable European states.
The research is limited in terms of contents and methodology. The
limitations in terms of contents result from the lack of research and the
few examples of ic reports designed in higher education and research
institutions such as universities. On the other hand, methodological
limitations result from the fact that the sources or documents – on the
basis of which the set of organisationally specific indicators of individ-
ual ic components is designed – are limited.
Methodological limitations are largely due to shortcomings in the
data collection methods (survey and interview) and case study. The
greatest methodological limitation is related to the fact that the case
study was conducted in only one higher education institution. This
means, that the obtained results cannot be applied to other Slovenian
higher education institutions or to the Slovenian higher education area.
Furthermore, to increase the credibility of the research, a testing survey
should be conducted on a larger test sample with more respondents. At
the same time, the set of indicators would be different if the survey
was conducted on a larger sample; the choice of respondents and inter-
121
