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Pomiar i modelowanie kapitału intelektualnego regionu na przykładzie Polski

100%

Rószkiewicz M. , Węziak-Białowolska D.

Gospodarka Narodowa. The Polish Journal of Economics

2008

tom 227

nr 10

45-67

The article discusses a model for measuring regional intellectual capital and sets out to verify various indicators recommended in research reports. The authors check the applicability of these indicators in measuring the intellectual capital of Polish provinces. The authors use a conceptual model developed by Węziak (Węziak, 2008) for measuring regional intellectual capital and combine it with the “confirmatory factor analysis” method. The analysis applies to 2005 data for Poland aggregated by province. The article discusses two approaches to measuring Poland’s intellectual capital by province. A simpler approach that limits the number of indicators displayed better statistical properties, the authors say, and individual components of intellectual capital showed the desired correlations. This simpler model was also characterized by greater accuracy, according to the authors, because the evaluated components of intellectual capital as well as the overall value of intellectual capital showed strong correlations with economic growth indicators. This approach made it possible for the authors to identify the key indicators that help measure Poland’s intellectual capital by province and its components, which include human capital, social capital, structural capital, and development capital. The authors note that human capital is strongly linked to the degree of respondents’ satisfaction with their education and fluency in English and the use of the internet and email. Social capital, in turn, is strongly tied to internet access, while development capital depends on per capita spending on research and development.

School autonomy – a cross-national perspective. Can we compare the opinion of school principals?

100%

Węziak-Białowolska, D. , Isac M. M.

Edukacja

2014

nr 4(129)

5–20

Perception of school autonomy was measured by the International Civic and Citizenship Education Study (ICCS) 2009, allowing potential cross-national comparison. The possibility of a common, general scale for all countries participating in the study was investigated. Using multi-group confirmatory and exploratory factor analysis, measurement invariance was tested for countries, such that meaningful comparisons for the concept could be made. The results show that the concept is not necessarily comparable between all countries involved in the ICCS but that secondary data analysis is generally feasible depending on the research questions posed and the methodology applied. The scientific and practical implications of this reach are discussed.