Assessing the Intellectual Capital and Related Performance in the Teaching Process using FES models: first evidence in Italian Universities

Our study provides to define two frameworks of indicators to assess both the Intellectual Capital (IC) employed in the Educational Process in the University sector and the Performance Educational Process reached. The scope is to obtain two tools for measuring, on the one hand, the level and the determinant variables of the IC that represents the input of the Educational Process. On the other hand, the level and the determinant variables of the outcome of the Educational Process. The comparison of the tools scores allows you to understand if at a high level of Educational Performance corresponds to a high level of IC trying to evaluate the ability of the IC to create value. The research questions are answered using a quantitative methodology using the FES models. We define two models to measure the IC Educational Index and Educational Performance. We construct the FES models in compliance with the previous literature on the IC and the theoretical model report of the Intellectual Capital of the Austrian Universities. To define the frameworks of indicators to assess the IC Educational Index and the Educational Performance we use, compliant to the previous literature, the SMA Indicators required by the AVA-MIUR for Italian University Sector. We collected 30 Italian public Universities. Thus, we determined and compared both the IC Educational Index and its determinants and Educational Performance Score and its determinants. Our main result is the construction of two toolboxes to assess the level of IC and the connected Performance of the Educational Process in the University sector. The findings suggest which are the indicators to improve the IC Index or the Educational Performance Score for an in-depth understanding of the value creation process.The paper is novel because it contributes to the literature examining the model to measure both the IC employed in the Educational Process and the Educational Performance. Moreover, comparing the resultant scores, we investigated the relation between input and output in the Educational value creation