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The Intellectual Capital of Schools in St Petersburg: Analysing the Status Quo of IC Application in Russia
The development of a knowledge-intense economy postulated the necessity to change the existing approach to manage intangibles. Though intellectual capital measurement and reporting is typically associated with private and listed companies, educational institutions also need to handle contemporary challenges as they mainly use and produce intangible resources. Schools, universities and research centers encounter increasing demand for transparency in reporting for stakeholders. The research field of IC in education is gaining popularity. But the majority of articles cover universities and other higher education institutions. There is a scarcity of IC measurement and reporting projects at secondary and primary education level. The country-specific IC context is also of potential interest for the researchers, managers, and policy makers in education. This paper represents the research project at the proposal stage. Our research goal is to investigate the current status quo of IC application in school education in St. Petersburg, Russia. First, we complete the content analysis of strategic documents to check if there is an established language for IC measurement, reporting and management in schools. Next, we use semi-structured interviews and questionnaires to analyze the importance of and country-specific and context-specific IC measurements, applications and adaptations from the stakeholders’ point of view. The research plan and the preliminary results of the content analysis are presented below.