New Intellectual Capital Delivery Model in Lower Developing Countries

¹ School of Economics and Management, Beijing Jiaotong University, Beijing, 100044, China
² International High School, Nanjing Foreign Language School Xianlin Campus, Nanjing, 210023, China
³ College of Agricultural Sciences, Pennsylvania State University, PA 16802. United States
⁴ Morrissey College of Arts and Sciences department, Boston College, Boston, 02467, United States of America

^* Corresponding author. Email: gyy20726051@163.com
⁺ These authors contributed equally to this work and should be considered co-second authors.

Abstract

Knowledge and intellectual capital are the two major resources that influence the setting up of higher education in developed and developing countries. The rising digital era has been crucial in transitioning from heavy dependence on physical assets such as labor to intangible assets such as intellectual capital with the help of digital and social media platforms. Intellectual capital can be considered an essential aspect of the knowledge economy, and together with innovation, they are the mediating factor in the economic growth of most countries. This is because they drive companies to have a competitive advantage in the market and offer talents to multiple industries, significantly increasing their revenue and value. In essence, the idea of intellectual capital has spread around the globe and especially in developing countries where the number of students has been reported in the past decades. However, developing countries still face a challenge in acquiring intellectual capital because of the underlying factors, including poverty and gender inequalities. With the help of a literature review, this report analyses the new intellectual capital delivery model in lower developing countries such as South Africa and Nigeria. The intellectual capital delivery in education is currently delivered through various online education platforms and media.