Twenty-Fifth International Conference on Knowledge, Culture, and Change in Organizations

Abstract

This study features a conceptual reflection on the types of intellectual capital (IC) used in the educational context so as to define the priorities for knowledge and intellectual capital management in education. A content analysis was developed based on searches in databases such as Scopus and Web of Science, using cluster analysis with the Jaccard index to identify and group IC variables and indicators (human, relational, and structural) in the educational sector. The cluster analysis of the variables and indicators of intellectual capital in the educational context allows for a synthesis to establish institutional priorities for knowledge management. This management is not limited to the inventory of resources but includes the design of strategies to improve the organization’s capacity through the capture, production, use, transfer, renewal, and custody of knowledge, as a source of competitive advantage. Organizational learning, knowledge renewal, and protection are the results of knowledge management; therefore, priorities are established for corporate governance in the context of higher education. The implementation and monitoring of these priorities from a systemic and long-term perspective generate results in intellectual capital.