Science and education in the form 4.0: public policy and organization based on human and artificial intellectual capital
| Pages | 549-564 |
| DOI | https://doi.org/10.1108/JIC-11-2019-0274 |
| Published date | 21 April 2020 |
| Date | 21 April 2020 |
| Author | Konstantin V. Vodenko,Svetlana A. Lyausheva |
| Subject Matter | HR & organizational behaviour,Organizational structure/dynamics,Accounting/accountancy,Information & knowledge management |
Science and education in the form
4.0: public policy and organization
based on human and artificial
intellectual capital
Konstantin V. Vodenko
Platov South-Russian State Polytechnic University (NPI), Novocherkassk,
Russian Federation, and
Svetlana A. Lyausheva
Adyge State University, Majkop, Russian Federation
Abstract
Purpose –The purpose of the paper is to develop a concept of organization of the system of science and
education in the form 4.0 based on human and artificial intellectual capital.
Design/methodology/approach –The methods of regression and correlation analysis are used. The role of
human and artificial intellectual capital for provision of effectiveness and competitiveness of the system of
science and education is determined, as well as its correspondence to the modern challenges. Analysis of
perspectives and limitations of automatizationof the system of science and education based on AI is conducted;
a model of organization of the system of science and education in the form 4.0 based on human and artificial
intellectual capital is compiled.
Findings –It is established that in the system of science and education, the decisive production factor is
intellectual capital, but human intellect does not necessarily have to dominate in its structure. AI is one of the
most popular technologies of Industry 4.0 in the system of science andeducation, which has wide perspectives
of practical implementation. As experience of the leading world universities, which had the highest level of
digitization in 2018, showed, foundation on non-breakthrough digital technologies (computer equipment and
Internet) does not allow opening the potential of increase of indicators of effectiveness and competitiveness of
the system of science and education and bringing it in correspondence to the modern challenges based on
digitization. However, correlation of activity of application of artificial intellectual capital with these indicators
is four times higher (0.2), as compared to correlation of these indicators with activity of application of human
intellectual capital (0.05). This shows demand for digitization of the system of science and education, but based
on breakthrough digital technologies, of which AI should become the key one.
Originality/value –It is substantiated that higher education could be automatized based on AI by 85% and
science by 63%. Therefore, on the whole in the system of science and education, the share of AI in the structure
of intellectual capital could reach 74% ((85 þ63)/2). It is recommended to use the developed model of
organization of the system of science and education in the form 4.0 based on human and artificial intellectual
capital.
Keywords Science, Education, Industry 4.0, University in the form 4.0, Intellectual capital, Human intellect,
AI, Organization, Automatization, Public policy
Paper type Research paper
1. Introduction
Formation of the digital economy started a cyclic mechanism of continuous development of
the system of science and education –primarily, higher (university) education. This
Science and
education in
the form 4.0
549
JEL Classification —I21, I23, I25, O15, O31, O32, O33, O34, O38.
The research was performed within the grant of the President of the Russian Federation for state
support for the leading scientific schools of the Russian Federation (NSh-2582.2020.6) «Public policy in
the field of higher education and development of innovative potential of youth: economic and non-
economic determinants and mechanisms in the conditions of regionalization of social space and the
formation of industry 4.0
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/1469-1930.htm
Received 23 November 2019
Revised 3 January 2020
Accepted 2 February 2020
Journal of Intellectual Capital
Vol. 21 No. 4, 2020
pp. 549-564
© Emerald Publishing Limited
1469-1930
DOI 10.1108/JIC-11-2019-0274
mechanism is based on quick technological progress and reaction to it from economic
subjects. New technologies opened a possibility for modernization of science and education.
Then, in a wave-like manner (strengthening and weakening), the market (based on
competition and growing demand) and regulatory (based on increase of state norms and
standards) impulses for digital development of the system of science and education replace
each other.
Increased attention to the system of science and education in the modern conditions is
explained by the fact that this system is not just a potential growth vector –a perspective new
hi-tech sphere –the digital economy, but also an inseparable component of its infrastructure.
Thus, there are requirements of modern level to modernization of science and education in the
conditions of the fourth industrial revolution, which gradually become mandatory and
increased –this process could be called institutionalization of the practice of continuous
digital modernization of the system of science and higher education.
First requirement: marketization. Individual consumers are interested in universities
considering their preferences during formation of specialties and development of educational
programs. Personal curriculum is a very popular option. Corporate consumers have high
demand for the individual approach in corporate training and R&D. This requires high
marketing activity of modern universities and research institutes (they are often combined).
In its turn, the state requires from university to show more independence with strict
observation of the established norms and the existing standards. Thus, ratings of
effectiveness of universities and research institutes become more popular and important.
Ability to receive revenues and independence from state financing are the key criteria during
compilation of such ratings. High marketing activity, large attention to effectiveness and
management of competitiveness are natural for North American and West European
universities and research institutes, which were originally established as private
establishments. In the countries with state ownership for universities and research
institutes, new requirements contradict their nature and thus require reorganization.
Second requirement: efficiency. In the context of the “knowledge economy”as a specific
socioeconomic environment, modern universities and research institutes are suppliers of
digital personnel and leading technologies and thus have to show high efficiency. Within
each educational and research project, target results should be sought and achieved. R&D
should lead to creation of innovations. Thus, grants envisage constant reports and clearly
formalized results –number of publications and number of patented technologies. Consumers
are interested in high quality of educational services for mastering of all competencies that
are necessary for successful employment and career building.
Third requirement: globalization. As of now, there are a lot of international scientific and
educational portals, databases and libraries, with many international scientific events held
each year. International cooperation and integration allow preventing the “standstill”of
science and education and stimulate their constant development. Attraction of foreign
students allows increasing the volume of the educational services market, and export of
university innovations allows increasing the volume of the technologies market. Worldwide
recognition of the results of education and science, as well as international diplomas, is in high
demand. In particular, globalization of science and education takes place within the Bologna
process. Unification of the levels of higher education has already been achieved, but
international recognition of diplomas is yet in the future.
Fourth requirement: development. Universities and research institutes have to show high
efficiency for ensuring mass accessibility of educational services and leading technologies. In
the eyes of the interested parties –the state, business and society –the system of science and
education is a “conveyor”for training of digital personnel and high technologies. However,
unlike the traditional conveyor, the scientific and educational “conveyor”must be based not
on the principle of standardization but on the principles of diversification and
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