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Intellectual Capital, trust, cultural traits and reputation in the Romanian education system

机译：罗马尼亚教育体系中的智力资本，信任，文化特质和声誉

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The contemporary approach to the concept of ?intellectual capital? has transformed. The three components (human, relational and organizational capital) are not enough to reflect reality, as the static perspective was replaced by an integrative vision: intangible resources, actions and process that contribute to sustainable competitive advantage. However, this theoretical division provides solid ground for explaining the close bond between trust, cultural identity and cooperation, ?soft concepts?, and intellectual capital in knowledge?based organizations. Therefore, we consider it is of high interest to identify the nature of the relational and organizational capital, and trust association. Is it first trust and then the two intellectual capital components, or the other way around? Also, we can take one step further and consider the intellectual capital formation process and architectural scheme behind it. This paper aims firstly at offering a theoretical framework for the liaisons between the concepts previously mentioned and intellectual capital, underlying specific characteristics for the Romanian educational system, especially for tertiary /higher education. The second objective is to provide new research directions, comparing the findings with situations of other cultures, like Japan and USA. The research methodology comprises a thorough literature review of scientific studies and of the 2011 National Romanian Education Law. It focuses on the changes and challenges for the intellectual capital formation phase. Also, it involves an empirical investigation of an evaluation of the current intellectual capital formation route. The research instrument is a questionnaire, collecting information for both quantitative and qualitative research purposes. The findings of this paper seek to identify the structure and dynamics of the intellectual capital formation process in the Romanian higher education system. As well, we hope to lead to concrete solutions for improving general dynamics, and acknowledgment of trust, cooperation and cultural aspects as corner stones in education intellectual capital formation area.??.
机译：“智力资本”概念的当代方法已经改变了。这三个组成部分（人力资本，关系资本和组织资本）不足以反映现实，因为静态视野已被综合视野所取代：无形的资源，行动和过程，有助于可持续的竞争优势。但是，这种理论上的划分为解释信任，文化身份与合作，“软概念”和知识型组织中的智力资本之间的紧密联系提供了坚实的基础。因此，我们认为确定关系和组织资本以及信任协会的性质非常重要。是首先信任，然后是两个智力资本成分，还是相反？此外，我们可以进一步采取措施，并考虑其背后的智力资本形成过程和架构方案。本文首先旨在为前面提到的概念与智力资本之间的联系提供理论框架，这是罗马尼亚教育体系（尤其是高等教育）的基本特征。第二个目标是提供新的研究方向，将研究结果与日本和美国等其他文化的情况进行比较。研究方法包括对科学研究和《 2011年罗马尼亚国家教育法》的全面文献综述。它侧重于智力资本形成阶段的变化和挑战。此外，它涉及对当前智力资本形成路径的评估的实证研究。该研究工具是一种问卷，用于收集定量和定性研究目的的信息。本文的研究结果旨在确定罗马尼亚高等教育体系中智力资本形成过程的结构和动态。同样，我们希望能为提高整体动力提供具体的解决方案，并将信任，合作和文化方面的认识作为教育智力资本形成领域的基石。

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