Intellectual Capital and Its Relationship to Academic Performance Quality from the Perspective of Students at the Faculty of Education, Taiz University

Abstract

The study aims to investigate the level of intellectual capital across its three dimensions—human, structural, and relational capital—and to determine the level of academic performance quality, as well as to examine the nature of the relationship and the extent to which the dimensions of intellectual capital contribute to explaining the variance in academic performance quality at the Faculty of Education, Taiz University. The study employed a descriptive correlational approach and was conducted on a random sample of 144 undergraduate and postgraduate students, using a questionnaire consisting of four main domains. The results indicated that the level of intellectual capital was moderate, with a mean of (2.95) and a relative weight of (59.00%). Structural capital ranked first, with a mean of (3.16) and a relative weight of (63.20%), followed by human capital, with a mean of (3.016) and a relative weight of (60.32%), while relational capital ranked last, with a mean of (2.67) and a relative weight of (53.40%). The level of academic performance quality was also moderate, with a mean of (2.76) and a relative weight of (55.00%). The results of the Pearson correlation coefficient revealed no statistically significant correlation between any of the dimensions of intellectual capital and academic performance quality. The correlation coefficients between academic performance quality and human, structural, and relational capital were (r = 0.022), (r = 0.004), and (r = -0.003), respectively, none of which was statistically significant at the (α ≤ 0.05) level. Furthermore, the results of the multiple linear regression analysis showed that the three dimensions of intellectual capital did not make a statistically significant contribution, either individually or collectively, to explaining the variance in academic performance quality. The coefficient of determination was (R² = 0.001), and the regression model was not statistically significant, (F (3, 140) = 0.025, p = 0.994). The results also revealed statistically significant differences in participants’ ratings of the three dimensions of intellectual capital and intellectual capital as a whole according to gender, with the differences favoring female students. In contrast, no statistically significant differences were found in ratings of academic performance quality according to gender. The results also showed no statistically significant differences according to academic level in human capital, structural capital, intellectual capital as a whole, academic performance quality, or the total questionnaire score. However, statistically significant differences were found in relational capital, favoring master’s students compared with bachelor’s and doctoral students. The study concludes that the levels of intellectual capital and academic performance quality were moderate. The absence of a statistically significant correlation or statistically significant contribution of the dimensions of intellectual capital to academic performance quality within the study sample highlights the importance of strengthening mechanisms for activating intellectual capital and translating its human, structural, and relational components into tangible educational and research practices.