Abstract
Purpose: India is the second largest higher education system in the world and 50% of its population is under 25 years. This demographic advantage can be leveraged only if India has a formidable higher education system. Present study tries to explore the relationship between intellectual capital and university performance across North India with an objective of providing fruitful insights to the policy makers about the areas of focus. Research Method: Quantitative research design was used for the study. Respondents of the study were comprised of faculty members of universities from selected North Indian states. Regression analysis using SPSS was employed to study the relationship between the two dimensions of intellectual capital and university performance. Findings: Findings revealed that universities need to operate in close interactions with government institutions and private industries that help enhance relational capital. Organizational capital emerged as a major dimension that affects university performance. The study gives university policy makers tools in the form of organizational and relational capital that can be leveraged to enhance performance. Implications for Research and Practice: These findings are pertinent for the top management of universities which can focus on strengthening relational capital by building strong relationships with alumni and industry, facilitating consulting and having consistent interactions with stakeholders in order to enhance university performance. Results imply that in addition to relying on teaching expertise and teaching pedagogy, planners need to focus equally or more.
Highlights
Thinking is an important concept that has been hugely emphasized since ancient times
It was found that the highest improvement in critical thinking disposition of teacher candidates was observed in the placebo group, and the experimental group ranked second; Ancova analysis showed that there were no significant differences between the experiment, the placebo and the control groups’ posttests
In order to minimize potential noisy effects that may be caused by the affinity between critical thinking and academic success, which is underlined in the literature (Korkmaz, 2009a; Tumkaya, 2011), a balanced distribution among the groups was considered using a systematic method of assignment considering the last digits of student numbers that are given according to the university entrance scores of students
Summary
Thinking is an important concept that has been hugely emphasized since ancient times. 42) and can be described as “the ability to view, interpret and decide on issues with a doubt-based inquiry approach” (Bagci and Sahbaz, 2012, p.1) The roles and functions of higher education programs, which are the institutions taking the most comprehensive steps oriented toward improving critical thinking skills, in that process are disputable. In this context, the main point of departure should be the question: “Is the duty of universities providing the students with the correct answers or ensuring that they ask the correct questions” (Karakas, 2014). A program on improving critical thinking skills was tested on teacher candidates in a quasi-experimental setting
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