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Science and education in the form Science and

education in
4.0: public policy and organization the form 4.0

based on human and artificial

intellectual capital 549
Konstantin V. Vodenko Received 23 November 2019
Revised 3 January 2020
Platov South-Russian State Polytechnic University (NPI), Novocherkassk, Accepted 2 February 2020
Russian Federation, and
Svetlana A. Lyausheva
Adyge State University, Majkop, Russian Federation

Abstract
Purpose – The purpose of the paper is to develop a concept of organization of the system of science and
education in the form 4.0 based on human and artificial intellectual capital.
Design/methodology/approach – The methods of regression and correlation analysis are used. The role of
human and artificial intellectual capital for provision of effectiveness and competitiveness of the system of
science and education is determined, as well as its correspondence to the modern challenges. Analysis of
perspectives and limitations of automatization of the system of science and education based on AI is conducted;
a model of organization of the system of science and education in the form 4.0 based on human and artificial
intellectual capital is compiled.
Findings – It is established that in the system of science and education, the decisive production factor is
intellectual capital, but human intellect does not necessarily have to dominate in its structure. AI is one of the
most popular technologies of Industry 4.0 in the system of science and education, which has wide perspectives
of practical implementation. As experience of the leading world universities, which had the highest level of
digitization in 2018, showed, foundation on non-breakthrough digital technologies (computer equipment and
Internet) does not allow opening the potential of increase of indicators of effectiveness and competitiveness of
the system of science and education and bringing it in correspondence to the modern challenges based on
digitization. However, correlation of activity of application of artificial intellectual capital with these indicators
is four times higher (0.2), as compared to correlation of these indicators with activity of application of human
intellectual capital (0.05). This shows demand for digitization of the system of science and education, but based
on breakthrough digital technologies, of which AI should become the key one.
Originality/value – It is substantiated that higher education could be automatized based on AI by 85% and
science by 63%. Therefore, on the whole in the system of science and education, the share of AI in the structure
of intellectual capital could reach 74% ((85 þ 63)/2). It is recommended to use the developed model of
organization of the system of science and education in the form 4.0 based on human and artificial intellectual
capital.
Keywords Science, Education, Industry 4.0, University in the form 4.0, Intellectual capital, Human intellect,
AI, Organization, Automatization, Public policy
Paper type Research paper

1. Introduction
Formation of the digital economy started a cyclic mechanism of continuous development of
the system of science and education – primarily, higher (university) education. This

JEL Classification — I21, I23, I25, O15, O31, O32, O33, O34, O38.
The research was performed within the grant of the President of the Russian Federation for state
support for the leading scientific schools of the Russian Federation (NSh-2582.2020.6) «Public policy in Journal of Intellectual Capital
Vol. 21 No. 4, 2020
the field of higher education and development of innovative potential of youth: economic and non- pp. 549-564
economic determinants and mechanisms in the conditions of regionalization of social space and the © Emerald Publishing Limited
1469-1930
formation of industry 4.0 DOI 10.1108/JIC-11-2019-0274
JIC mechanism is based on quick technological progress and reaction to it from economic
21,4 subjects. New technologies opened a possibility for modernization of science and education.
Then, in a wave-like manner (strengthening and weakening), the market (based on
competition and growing demand) and regulatory (based on increase of state norms and
standards) impulses for digital development of the system of science and education replace
each other.
Increased attention to the system of science and education in the modern conditions is
550 explained by the fact that this system is not just a potential growth vector – a perspective new
hi-tech sphere – the digital economy, but also an inseparable component of its infrastructure.
Thus, there are requirements of modern level to modernization of science and education in the
conditions of the fourth industrial revolution, which gradually become mandatory and
increased – this process could be called institutionalization of the practice of continuous
digital modernization of the system of science and higher education.
First requirement: marketization. Individual consumers are interested in universities
considering their preferences during formation of specialties and development of educational
programs. Personal curriculum is a very popular option. Corporate consumers have high
demand for the individual approach in corporate training and R&D. This requires high
marketing activity of modern universities and research institutes (they are often combined).
In its turn, the state requires from university to show more independence with strict
observation of the established norms and the existing standards. Thus, ratings of
effectiveness of universities and research institutes become more popular and important.
Ability to receive revenues and independence from state financing are the key criteria during
compilation of such ratings. High marketing activity, large attention to effectiveness and
management of competitiveness are natural for North American and West European
universities and research institutes, which were originally established as private
establishments. In the countries with state ownership for universities and research
institutes, new requirements contradict their nature and thus require reorganization.
Second requirement: efficiency. In the context of the “knowledge economy” as a specific
socioeconomic environment, modern universities and research institutes are suppliers of
digital personnel and leading technologies and thus have to show high efficiency. Within
each educational and research project, target results should be sought and achieved. R&D
should lead to creation of innovations. Thus, grants envisage constant reports and clearly
formalized results – number of publications and number of patented technologies. Consumers
are interested in high quality of educational services for mastering of all competencies that
are necessary for successful employment and career building.
Third requirement: globalization. As of now, there are a lot of international scientific and
educational portals, databases and libraries, with many international scientific events held
each year. International cooperation and integration allow preventing the “standstill” of
science and education and stimulate their constant development. Attraction of foreign
students allows increasing the volume of the educational services market, and export of
university innovations allows increasing the volume of the technologies market. Worldwide
recognition of the results of education and science, as well as international diplomas, is in high
demand. In particular, globalization of science and education takes place within the Bologna
process. Unification of the levels of higher education has already been achieved, but
international recognition of diplomas is yet in the future.
Fourth requirement: development. Universities and research institutes have to show high
efficiency for ensuring mass accessibility of educational services and leading technologies. In
the eyes of the interested parties – the state, business and society – the system of science and
education is a “conveyor” for training of digital personnel and high technologies. However,
unlike the traditional conveyor, the scientific and educational “conveyor” must be based not
on the principle of standardization but on the principles of diversification and
individualization. This envisages growth of production capacities of universities and Science and
research institutes with supporting their high flexibility. education in
Thus, the scientific and practical problem of bringing the system of science and education
in accordance with the given modern requirements is very important. The working
the form 4.0
hypothesis (H0) of this research is based on high knowledge intensity (volume of intellectual
capital) of the system of science and education and consists in the fact that modernization of
this system should be based on implementation of Artificial intelligence (AI). Other digital
technologies do not allow bringing the system of science and education in accordance with 551
the modern requirements, and thus transition of this system into form 4.0 envisages
application of a new form of organization of this system with application of AI.
Formulation of the hypothesis predetermined the purpose of this research, which consists
in development of the concept of organization of the system of science and education in the
form 4.0 based on human and artificial intellectual capital. This purpose is achieved with
completing the following tasks:
(1) Determining the role of human and artificial intellectual capital for provision of
effectiveness and competitiveness of the system of science and education and its
correspondence to the modern challenges;
(2) Analyzing the perspectives and limitations of automatization of the system of science
and education based on AI;
(3) Developing a model of organization of the system of science and education in the form
4.0 based on human and artificial intellectual capital.

2. Literature review
Significance of intellectual capital for successful functioning and development of the system
of science and higher education, as one of the most knowledge-intensive spheres of economy,
is acknowledged and emphasized in multiple works of modern scholars. Tjahjadi et al. (2019)
point out that intellectual capital influences the system of management of effectiveness of
Indonesian universities. Iacoviello et al. (2019) describe the theoretical foundations of
managing the intellectual capital in higher education, noting its primary importance.
Pedro et al. (2019) study intellectual capital of universities and come to the conclusion that
there’s a necessity for methodology of its high-precision measuring and strategic
management, which is yet in the process of its formation. Iqbal et al. (2019) write of the
necessity to pass from knowledge management to managing the effectiveness of activities of
a university as an organization. The scholars model the intermediary role of innovations and
intellectual capital in higher education.
L€onnqvist et al. (2018) deem it expedient to reform the export of education from the point
of view of transfer of intellectual capital. Here we speak not only of teaching foreign
students but also of attracting foreign lecturers and using them in the interests of
development of the university’s intellectual capital for increasing its effectiveness and
competitiveness. Indiyati (2015) deems it necessary to develop intellectual capital in higher
education in Indonesia.
Patthirasinsiri and Wiboonrat (2019) offer a methodology of measuring the intellectual
capital of a scientific park’s activities for recently created scientific parks in Thailand.
Campanella et al. (2014) deem it important to create conditions for innovative activities of
scientific parks in Europe, for managing intellectual capital for transformation of
knowledge into organizational actions. Romano et al. (2014) study scientific parks for
intellectual capital and substantiate that there’s a necessity for and integrated model for
providing, assessing and controlling nonfixed assets, of which intellectual capital is the
key one.
JIC Sousa et al. (2019) point out the necessity for creating knowledge and entrepreneurial
21,4 potential for university students with the help of the methodologies of digital education.
Passaro et al. (2018) note large influence of higher education on entrepreneurial intentions and
human capital. Scafarto et al. (2016) write that the level of development and successfulness of
intellectual capital management determine the effectiveness of universities, but human
capital could have a restraining role in case of incorrect approach to its management.
Iazzolino and Laise (2016) prove that value creation and sustainability are closely
552 interconnected in knowledge-based strategies of universities. Leonchuk and Gray (2019)
think that there’s a need for technological (human) formation of social capital of the centers of
cooperative research of industry and universities. This is one of the small number of studies
on this topic in which the topic of AI in science and education is indirectly considered. Akpey-
Mensah (2019) shows that development of social capital is an innovation in development of
human resources (by the example of technical universities in Ghana).
Arteaga (2018) substantiates significant influence of university’s human capital on its
profitability (providing the data of reformation of the best Colombian universities). Ribando
et al. (2017) study the influence of consolidation of universities on human capital in time. Barra
and Zotti (2017) study the interconnection between development of human potential and
growth and prove that intellectual capital has a decisive role for provision of universities’
effectiveness.
Chatterji and Kiran (2017) provide proofs that human and relational capital of universities
as the basis of the knowledge economy requires more attention and top-priority development
– which is shown by the example of structural modeling in universities of Northern India. Xu
and Sylwester (2017) note the growing influence of foreign universities on accumulation of
human capital in the country. Kazaishvili (2019) thinks that managerial skills of the
administrative staff of universities could be improved in the digital age.
The fundamental provisions and accumulated practical experience of digital
modernization of the system of science and higher education are also reflected in a range
of publications, including the works of Popkova (2019), Popkova et al. (2019), Popkova and
French (2017), Popkova et al. (2017a, b), Popkova et al. (2018b), Popkova et al. (2018a), Popkova
et al. (2017a, b), Popkova and Parakhina (2019), Popkova and Sergi (2018) and Popkova and
Sergi (2019). Kim et al. (2019) note the important role of academic involvement and digital
readiness in students’ achievements in the university environment of online learning.
Durovic et al. (2019) study the usage of digital tools by students of STEM in University of
Rijeka and note their high perspective. Adekitan et al. (2019) offer a proprietary method of
intellectual analysis of the data for forecasting of everyday Internet traffic of data in a “smart”
university. Valks et al. (2019) offer tools for formation and provision of functioning of
intellectual campus 2.0, which study the level of usage of space in real time in universities and
organizations.
Mallick and Sanyal (2019) determine the connection between demographic profiles and
usage of smartphones by students. Hazriyanto et al. (2019) develop a model of satisfaction
with work and efficiency of university lecturers in Batam with SEM SmartPLS. Chauhan et al.
(2019) develop intellectual virtual interactive environment based on cloud, for work in
universities with the usage of the Internet of Things (IoT). Villegas-Ch et al. (2019) suggest
using the models of “smart” city for a traditional university town with the Big Data
architecture for creation of a sustainable intellectual campus.
Ardito et al. (2019) note the top-priority role of universities in knowledge management in
the “smart” city projects – and universities are to be “smart” as well. Li et al. (2019) offer a
model of “smart” research laboratory for mechanics of intellectual materials and
constructions by the example of Zhejiang University. Fortes et al. (2019) offer a vision of
campus as a “smart city” (by the example of University of Malaga). Qian et al. (2019) present a
project of “smart” research laboratory of intellectual regulating valves in Zhejiang
University. Lewis (2018) also offers a model of “smart” university, noting the transformation Science and
role of educational analytics. education in
Thus, the performed literature overview allows for the conclusion that the existing
scientific sources describe the concept of digital education and science in detail and reflect the
the form 4.0
role and importance of intellectual capital for this system. Consideration is given primarily to
widely accessible digital technologies – computer equipment, software (multimedia and
interactive support for the educational process and electronic control of knowledge) and
Internet (remote education). The perspectives of application of AI in science and higher 553
education are very poorly studied. That’s why the issues of organization of the system of
science and education in the form 4.0 based on human and artificial intellectual capital and
determination of their optimal ratio require further research.

3. Materials and method

In order to verify the offered hypothesis, the methods of regression and correlation analysis
are used. The objects are universities (which provide educational services and conduct R&D)
in which online training (as the indicator of their digitization) is most developed. According to
the LHTB (Learn How To Become) rating for 2018, the leaders among the best accredited
online colleges and universities were Harvard University, Drexel University, University of
Southern California, Illinois Institute of Technology, Saint Joseph’s University, Columbia
University in the City of New York, Case Western Reserve University, Canisius College,
Lehigh University and Gwynedd Mercy University.
We added to the list the best Russian university – Lomonosov Moscow State University.
Despite its absence in top 50 of this rating, it has a high level of development of online
education (x1). The indicator of foundation on human intellectual capital is the number of
students per 1 lecturer (x2). The indicators of effectiveness and competitiveness of
universities and the level of their correspondence to the modern challenges are profitability
(financial independence, y1), international orientation (y2), university’s reputation as an
employer (y3), reputation of university’s academic staff (y4), quality of education (y5),
employment of graduates (y6), activity in the sphere of R&D (y7) and number of publication of
university’s academic staff (y8).
The data are processes by building regression curves, which reflect the regression and
correlation dependence of each dependent variable with independent variables (separately).
Both independent variables and dependent variables y1, y2, y3, y4, conform to the logic “the
higher the better.” Variables y5, y6, y7, y8 confirm to the logic “The lower the better.” That’s
why the results of the analysis are treated in the following way:
(1) We determine the dependent variables where regression with the studied independent
variable is direct – that is, positive for y1, y2, y3, y4 and negative for y5, y6, y7, y8;
(2) We determine dependent variables where regression with the studied independent
variable is reverse – that is, negative for y1, y2, y3, y4 and positive for y5, y6, y7, y8;
(3) We find the sum of values of direct regression and its difference with reverse
regression – calculating integral regression Ireg(x);
(4) We find direct average of correlation of all dependent variables with the studied
independent variable – calculating integral correlation Icor(x);
(5) We compare integral regression and integral correlation for both dependent
variables. We determine contribution of artificial intellectual capital (x1) and
human intellectual capital (x2) into provision of effectiveness and competitiveness of
universities and the level of their correspondence to modern challenges;
JIC (6) If Ireg(x1)>Ireg(x2) and Icor(x1)>Icor(x2), high efficiency of digitization of the system
21,4 of science and education is acknowledged, and in the opposite case, digitization of this
system is acknowledged inefficient.
Then, an overview of various digital technologies is provided, and evaluation of the
perspectives of their application in the system of science and education with application of the
method of logical analysis is conducted. Then, perspectives of implementing AI in science
554 and education (separately) with the help of the method of expert evaluation are assessed. For
provision of maximum objectiveness and authenticity of the results of evaluation, a
dichotomic scale is used – for assigning the indicator with value “0” or “1”. Each subprocess is
evaluated with the help of the following criteria:
(1) Necessity for communications with humans: “0”, if communications with humans are
inevitable (AI cannot be applied within the studied subprocess) and “1”, if
communications with humans are not mandatory (automatization of the studied
subprocess based on AI is possible);
(2) Necessity for creativity: “0”, if creativity is necessary (AI cannot be applied within the
studied subprocess) and “1”, if creativity is not mandatory (automatization of the
studied subprocess based on AI is possible);
(3) Necessity for processing of Big Data: “0”, if processing of Big Data is not required and
is inappropriate (AI is not required within the studied subprocess) and “1”, if
processing of Big Data is mandatory (automatization of the studied subprocess based
on AI is possible and preferable).
As a result, direct average of evaluations for all criteria within each subprocess and on the
whole for the system of education and science is determined. This allows determining the
potential of automatization of this system based on AI and its maximum possible share in the
structure of intellectual capital of the system. The data for the research are shown in
Tables 1–3.

Online training, points 1– Number of students per 1 lecturer,

100 people
University x1 x2

Harvard University 99.8 6.5

Drexel University 99.7 6.5
University of Southern California 99.6 6.5
Illinois Institute of Technology 99.2 6.5
Saint Joseph’s University 98.8 6.5
Columbia University in the City of New 98.7 6.0
York
Case Western Reserve University 98.7 6.6
Canisius College 98.7 6.6
Lehigh University 98.7 6.6
Gwynedd Mercy University 98.6 6.6
Table 1.
Activity of application Lomonosov Moscow State University a, b
98.3 7.2
of human and artificial aSource(s): compiled by the authors based on
intellectual capital in https://www.timeshighereducation.com/student/best-universities/top-universities-best-student-staff-ratio
the system of science (accessed October 25, 2019).
and education in 2018 bhttps://www.learnhowtobecome.org/online-universities-and-colleges/best/ (accessed October 25, 2019)
 University’s
Science and
Profitability (financial International reputation as an Reputation of education in
independence), points orientation, points employer, points 1– lecturers, points the form 4.0
1–100 1–100 100 1–100
University y1 y2 y3 y4

Harvard 48.7 79.7 100.0 100.0

University 555
Drexel University 40.6 50.7 99.8 92.2
University of 49.3 69.8 39.7 92.4
Southern
California
Illinois Institute of 42.7 55.3 39.7 92.4
Technology
Saint Joseph’s 48.9 80.1 99.6 92.7
University
Columbia 44.8 79.0 96.9 40.1
University in the
City of New York
Case Western 40.8 51.5 97.8 93.2
Reserve
University
Canisius College 49.2 80.4 98.7 93.2
Lehigh University 38.4 42.2 99.6 93.2
Gwynedd Mercy 49.2 80.5 100.6 93.2
University
Lomonosov 89.1 63.7 99.8 93.3 Table 2.
Moscow State Indicators of
University effectiveness,
competitiveness and
Source(s): compiled by the authors based on a, b correspondence to the
a
https://www.timeshighereducation.com/world-university-rankings/2019/world-ranking#!/page/0/length/25/ modern challenges of
sort_by/rank/sort_order/asc/cols/scores (accessed October 25, 2019). the system of science
b
https://www.topuniversities.com/university-rankings/world-university-rankings/2020 (accessed October and education in 2018
25, 2019) (part 1)

4. Results
4.1 The role of human and artificial intellectual capital for provision of effectiveness and
competitiveness of the system of science and education and its correspondence to the modern
challenges
The results of the performed regression and correlation analysis of data from Tables 1–3 are
presented in Table 4.
We build regression curves, examples of which for dependencies y1(x1) and y1(x2) are
shown in Figure 1.
According to Figure 1, regression y1 with x1 constitutes 11.313, and correlation
constitutes 0.1657. Regression is negative – therefore, the connection is reverse – it’s
necessary to deduct. Regression y1 with x2 constitutes 39.282, and correlation constitutes
0.5928. Regression is positive – therefore, connection is direct – we add. Let us calculate
integral regression:
ð1Þ Iregðx1 Þ ¼ ð6:8792 þ 61:061 þ 17:747Þ  ð11:313 þ 0:518 þ 18:62 þ 19:732 þ 34:929Þ
¼ 0:5752
JIC Quality of Activity in the Number of
21,4 studies, Employment of sphere of R&D, publication,
position graduates, position position position
University y5 y6 y7 y8

Harvard University 2 1 1 1
Drexel University 2 292 444 378
556 University of Southern 215 111 121 88
California
Illinois Institute of 156 110 1,000 821
Technology
Saint Joseph’s 157 112 122 88
University
Columbia University in 16 13 20 14
the City of New York
Case Western Reserve 60 259 183 140
University
Table 3. Canisius College 61 112 122 89
Indicators of Lehigh University 289 48 891 695
effectiveness, Gwynedd Mercy 112 112 122 89
competitiveness and
University
correspondence to
modern challenges of Lomonosov Moscow 23 384 98 289
the system of science State University
and education in 2018 Source(s): compiled by the authors based on a
a
(part 2) https://cwur.org/2018-19.php (accessed October 25, 2019)

Regression Correlation By Regression Correlation By

with x1 with с x1 module Action with x2 with x2 module Action

y1 11.313 0.1657 11.313 deduct 39.282 0.5928 39.282 Add

y2 0.518 0.0003 0.518 deduct 11.652 0.0473 11.652 deduct
y3 18.62 0.1482 18.62 deduct 7.3065 0.0068 7.3065 Add
y4 6.8792 0.043 6.8792 add 38.958 0.4218 38.958 Add
y5 19.732 0.0106 19.732 deduct 3.0757 0.0008 3.0757 deduct
Table 4. y6 61.061 0.0639 61.061 add 313.68 0.4999 313.68 deduct
Results of regression y7 34.929 0.0025 34.929 deduct 34.882 0.0007 34.882 deduct
and correlation y8 17.747 0.0001 17.747 add 214.66 0.0437 214.66 deduct
analysis Source(s): calculated and compiled by the authors

100.0 100.0
80.0 80.0
60.0 60.0 y = 39.282x - 207.82
y1

y1

R² = 0.5928
40.0 40.0
y = -11.313x + 1169
Figure 1. 20.0 20.0
R² = 0.1657
Regression curves of 0.0 0.0
dependence y1(x1)
98.0 98.5 99.0 99.5 100.0 0.0 2.0 4.0 6.0 8.0
and y1(x2)
x1 x2
ð2Þ Iregðx2 Þ ¼ ð39:282 þ 7:3065 þ 38:958Þ  ð11:652 þ 3:0757 þ 313:68 þ 34:882 þ 214:66Þ Science and
¼ −492:403 education in
Let us calculate integral correlation:
the form 4.0
ð1ÞIcorðx1 Þ ¼ ð0:1657 þ 0:0003 þ 0:1482 þ 0:043 þ 0:0106 þ 0:0639 þ 0:0025 þ 0:0437Þ=8
¼ 0:05 557

ð2Þ Icorðx2 Þ ¼ ð0:5928 þ 0:0473 þ 0:0068 þ 0:4218 þ 0:0008 þ 0:4999 þ 0:0007 þ 0:0437Þ
3 =8
¼ 0:20

Thus, Ireg(x1)<Ireg(x2) (492.403 < 0.5752), but Icor(x1)>Icor(x2) (0.20 > 0.05). This means
that digitization is significant for the system of science and education but, at the same time,
shows negative results. This could be caused by the fact that digitization is based not on the
proper technologies. For establishing more precise causal connections, let us determine the
perspectives of application of various digital technologies in the system of science and
education (Table 5).
As is shown in Table 5, the IoT and ubiquitous computing ensure the integration of
devices in the cyber–physical system. They are not in demand in the system of science and
education, where a small number of devices are used and their integration is not required.
Distributed register (blockchain) allows increasing the security of data and convenience of
managing them. In the system of science and education, the risk of data security is low –
though convenience of data management is in demand in organizational subprocesses.
Technology of 3D print and virtual and alternate reality create a possibility of visualization of
project and test samples, allowing for improvement of the subprocesses of training and R&D.
Machine vision and “smart” technologies stimulate total control and increased comfort.
They could be in demand for ensuring the inclusive character of education and science.

Digital technologies Advantages of application of the Possibility of obtaining advantages in the

technology system of science and education
Internet of Things, Integration of devices into the Not a lot of devices are used, their
ubiquitous computing cyber–physical system integration is not required
Distributed register Safety of data and convenient usage Security risks are small, but convenience of
(blockchain) data management is required in
organizational subprocesses
3D print, virtual and Possibility of visualization of Allow improving subprocesses of training
alternate reality projects and test samples and R&D
Machine vision, “smart” Total control, increased comfort Allow ensuring the inclusive character of
technologies education and science
Unmanned vehicles, Reduction of production risks and Production risks of damage to health of
robots and damage to health people are minimal
Table 5.
manipulators Perspectives of
Quantum computations, Optimization of decision-making, Allow improving all subprocesses in the application of various
Big Data and AI intellectual processing of large systemic manner, the widest perspectives digital technologies in
arrays of information of practical application the system of science
Source(s): developed and compiled by the authors and education
JIC Unmanned vehicles, robots and manipulators stimulate the reduction of production risks of
21,4 damage to health of people. In the system of science and education, they are not in demand, as
production risks of damage to health are minimal. Quantum computing, Big Data and AI
ensure optimization of decision-making and intellectual processing of large arrays of data.
They are in high demand in the system of science and education, as they allow for systemic
improvement of all subprocesses.
Therefore, the effect from digitization of the system of science and education is poor, as
558 this process is based on technologies with unclear perspectives. For example, technologies of
Industry 4.0 in Russia are not implemented in the system of science and education,
digitization of which envisages foundation on computers and Internet. The data on
implementation of AI in the system of science and education are absent, which is a proof that
this technology is not used in the studied system.

4.2 Perspectives and limitations of automatization of the system of science and education
based on AI
Evaluation of the perspectives of implementation of AI in education and science separately is
shown in Tables 6 and 7.
As is seen from Table 6, in the marketing of educational services, communications with
humans are not mandatory (1 point), creativity is not mandatory (1 point) and there’s a
necessity for processing of Big Data (1 point). This subprocess is to be fully automatized
based on AI (1 þ 1þ1/3 5 1). During development of the scientific and methodological
materials, communications with humans are not mandatory (1 point), but creativity is
mandatory (0 points), and processing of Big Data is not required (0 points). This subprocess is
to be based on human intellectual capital and possesses moderate perspectives of
automatization based on AI (1 þ 0þ0/3 5 0.33).

Evaluation according to the criteria of application of

intellectual capital within the subprocess
Necessity for Necessity for
communications with Necessity for processing of
Subprocess humans creativity big data Result of evaluation

Marketing 1 1 1 (1 þ 1þ1)/3 5 1
Development of 1 0 0 (1 þ 0þ0)/3 5 0.33
scientific and
methodological
materials
Theoretical training 1 1 0 (1 þ 1þ0)/3 5 0.67
Practical training 1 1 0 (1 þ 1þ0)/3 5 0.67
Knowledge control 1 1 1 (1 þ 1þ1)/3 5 1
Documentation 1 1 1 (1 þ 1þ1)/3 5 1
Preparation of 1 1 1 (1 þ 1þ1)/3 5 1
diplomas
Confirmation of 1 1 1 (1 þ 1þ1)/3 5 1
diplomas’ authenticity
as per query
Table 6. Help with employment 1 1 1 (1 þ 1þ1)/3 5 1
Evaluation of the On average Average for the Average for Average for the (1 þ 0.88þ0.66)/3 5
perspectives of column: 1 the column: column: 0.66 5 0.85
implementation of AI 0.88
in education Source(s): developed and compiled by the authors
 Evaluation according to the criteria of application of
Science and
intellectual capital within the subprocess education in
Necessity for Necessity for the form 4.0
communications with Necessity for big data
Subprocess humans creativity processing Result of evaluation

Marketing 1 1 1 (1 þ 1þ1)/3 5 1
Concluding an agreement 0 0 1 (0 þ 0þ1)/3 5 0.33 559
on partnership
R&D Problem setting 1 0 1 (1 þ 0þ1)/3 5 0.67
Promotion of 1 0 1 (1 þ 0þ1)/3 5 0.67
ideas
(hypothesis)
Selection of 1 0 1 (1 þ 0þ1)/3 5 0.67
methodology
Verification of 1 1 1 (1 þ 1þ1)/3 5 1
hypothesis
Treatment of 1 1 1 (1 þ 1þ1)/3 5 1
results
Paperwork for results 1 0 0 (1 þ 0þ0)/3 5 0.33
Registration of rights for 1 1 0 (1 þ 1þ0)/3 5 0.67
objects of intellectual
property
Engineering for 0 0 0 (0 þ 0þ0)/3 5 0
Table 7.
commercialization Evaluation of the
On average Average for column: Average for Average for (0.8 þ 0.4þ0.7)/3 5 perspectives of
0.8 column: 0.4 column: 0.7 5 0.63 implementation of AI
Source(s): developed and compiled by the authors in science

During theoretical training, communications with humans are not mandatory (1 point),
creativity is not mandatory (1 point), but processing of Big Data is not required (0 points).
This subprocess has large perspectives of automatization based on AI, but cannot be fully
automatized (1 þ 1þ0/3 5 0.67). During practical training, communications with humans are
not mandatory (1 point), creativity is not mandatory (1 point), but processing of Big Data is
not required (0 points). This subprocess has large perspectives of automatization based on AI,
but it cannot be fully automatized (1 þ 1þ0/3 5 0.67).
During knowledge control, communications with humans are not mandatory (1 point),
creativity is not mandatory (1 point) and processing of Big Data is necessary (1 point). This
subprocess is to be fully recommended based on AI (1 þ 1þ1/3 5 1). During documentation,
communications with humans are not mandatory (1 point), creativity is not mandatory (1
point) and it is necessary to process Big Data (1 point). This subprocess is to be fully
automatized based on AI (1 þ 1þ1/3 5 1).
During preparation of diplomas, communications with humans are not mandatory (1
point), creativity is not mandatory (1 point) and there’s a need for processing of Big Data (1
point). This subprocess is to be fully automatized based on AI (1 þ 1þ1/3 5 1). During
confirmation of diplomas’ authenticity as per query, communications with humans are not
mandatory (1 point), creativity is not mandatory (1 point) and there’s a need for processing of
Big Data (1 point). This subprocess is to be fully automatized based on AI (1 þ 1þ1/3 5 1).
With help in employment of graduates, communications with humans are not mandatory
(1 point), creativity is not mandatory (1 point) and there’s a need for processing of Big Data (1
point). This subprocess is to be fully automatized based on AI (1 þ 1þ1/3 5 1). On average,
communications could be avoided during provision of educational services by universities
(1), creativity is not required (0.88), but processing of Big Data is necessary not in all
JIC subprocesses (0.66). General perspectives of application of intellectual capital in education are
21,4 rather wide: (1 þ 0.88þ0.66)/3 5 0.85. Therefore, the process of provision of educational
services could be optimized by 85% (artificial intellectual resources could dominate).
As is seen from Table 7, in marketing of R&D, communications with humans are not
mandatory (1 point), creativity is not mandatory (1 point) and it’s necessary to process Big
Data (1 point). This subprocess is to be fully automatized based on AI (1 þ 1þ1/3 5 1). During
conclusion of a partnership agreement, communications with humans are mandatory (0
560 points), creativity is mandatory (0 points) and it is necessary to process Big Data (1 point).
This subprocess should be based on human intellectual capital and has moderate
perspectives of automatization based on AI (0 þ 0þ1/3 5 0.33).
During the problem setting, communications with humans are not mandatory (1 point),
creativity is mandatory (0 points) and it is necessary to process Big Data (1 point). This
subprocess has large perspectives of automatization based on AI, but it cannot be fully
automatized (1 þ 0þ1/3 5 0.67). During promotion of an idea (hypothesis), communications
with humans are not mandatory (1 point), creativity is mandatory (0 points) and it is
necessary to process Big Data (1 point). This subprocess has large perspectives of
automatization based on AI, but it cannot be fully automatized (1 þ 0þ1/3 5 0.67).
During selection of the methodology, communications with humans are not mandatory (1
point), creativity is mandatory (0 points) and it is necessary to process Big Data (1 point). This
subprocess has large perspectives of automatization based on AI, but it cannot be fully
automatized (1 þ 0þ1/3 5 0.67). During verification of hypothesis, communications with
humans are not mandatory (1 point), creativity is not mandatory (1 point) and it is necessary
to process Big Data (1 point). This subprocess is to be fully automatized based on AI
(1 þ 1þ1/3 5 1).
During treatment of the results, communications with humans are not mandatory (1
point), creativity is not mandatory (1 point) and it is necessary to process Big Data (1 point).
This subprocess is to be fully automatized based on AI (1 þ 1þ1/3 5 1). During completion of
paperwork for results, communications with humans are not mandatory (1 point), creativity
is mandatory (0 points), but processing of Big Data is not required (0 points). This subprocess
should be based on human intellectual capital and has moderate perspectives of
automatization based on AI (1 þ 0þ0/3 5 0.33).
During registration of rights for objects of intellectual property, communications with
humans are not mandatory (1 point), creativity is not mandatory (1 point) and processing of
Big Data is not required (0 points). This subprocess has large perspectives of automatization
based on AI, but it cannot be fully automatized (1 þ 1þ0/3 5 0.67). During engineering for
commercialization of innovations, communications with humans are mandatory (0 points),
creativity is mandatory (0 points), but processing of Big Data is not required (0 points). This
subprocess should be based on human intellectual capital and cannot be automatized
(0 þ 0þ0/3 5 0).
On average, communications with humans could be almost (but not fully) avoided during
scientific activities of universities (0.8), creativity is required during most subprocesses (0.4),
but processing of Big Data is required in a lot of subprocesses (0.7). General perspectives of
application of intellectual capital in education are rather wide: (0.8 þ 0.4þ0.7)/3 5 0.63.
Therefore, the process of provision of educational services could be optimized by 63%
(artificial intellectual resources could dominate).

4.3 The model of organization of the system of science and education in the form 4.0 based
on human and artificial intellectual capital
The universal model of organization of the system of science and education in the form 4.0
based on human and artificial intellectual capital could be the following one for any subprocess.
At the first state, machine learning takes place. A manager or programmer uploads the samples
and algorithms of decision-making and technologies of Big Data processing. This stage is Science and
preliminary and could be completed beforehand – long before the start of the subprocess. education in
The second stage envisages preparation for the implementation of the subprocess. The
manager issues AI an order to act – starts a program and provides the settings. At the third
the form 4.0
stage, control over implementation of the subprocess takes place. The manager determines
the error performed by AI and determines the opportunities and perspectives of their
correction. Then, return to the first stage takes place – machine learning (the mistakes are
corrected) – that is, the model is a closed cycle. 561
Let us perform approbation of the developed model by the example of organization of
marketing of science and education in the form 4.0 based on human and artificial intellectual
capital. At the first stage, the university’s marketing department head uploads the templates
of marketing messages in the AI program. For example, “The university provides the
following educational services. . .” (message 1), “the following R&D could be conducted in the
university” (message 2). Also, the algorithms of decision-making of AI are uploaded. For
example, message 1 is sent to individual consumers, and messages 1 and 2 are sent to
corporate consumers. The technology of market segmentation (based on Big Data
processing) is uploaded – for example, according to the criterion of age, sectorial
specialization and other characteristics of consumers.
At the second stage, settings are provided – for example, messages should be sent not only
within the geographical region of the university. The third stage envisages determination of
completeness of coverage of the market by marketing and correctness of sending of
marketing messages by AI. If consumers received incorrect marketing messages, or
marketing was ineffective, machine learning takes place – templates of marketing messages
are changed, and the AI program is reworked.

5. Conclusion
As a result of the research, the offered hypothesis was proved. In the system of science and
education, the decisive production factor is intellectual capital, but human intellect does not
necessarily have to dominate in its structure. AI is one of the most popular technologies of
Industry 4.0 in the system of science and education, which has wide perspectives of practical
implementation.
As the experience of the leading world universities with the highest level of digitization
(2018) showed, foundation on non-breakthrough digital technologies (computer equipment
and Internet) does not allow opening the potential of increase of the indicators of effectiveness
and competitiveness of the system of science and education and bringing it in accordance
with the modern challenges based on digitization. However, correlation of activity of
application of artificial intellectual capital with these indicators is four times higher (0.2) as
compared to correlation between these indicators and activity of application of human
intellectual capital (0.05). This shows the demand for digitization of the system of science and
education, but based on breakthrough digital technologies, the key to which should be AI.
Higher education could be automatized based on AI by 85% and science by 63%.
Therefore, on the whole, in the system of science and education the share of AI in the structure
of intellectual capital could reach 74% ((85 þ 63)/2). It is recommended to use the developed
model of organization of the system of science and education in the form 4.0 based on human
and artificial intellectual capital.
This model shows that in the mid-term (until 2030 and maybe even longer) AI – even with
systemic automatization of subprocesses – requires a manager and machine learning; AI is
not capable of reflection and self-training. Thus, a scientific and educational establishment of
Industry 4.0 – university in the form 4.0 – cannot be equaled to a computer program.
JIC Though online training allow for large reduction of the number and scale of fixed assets
21,4 (buildings and equipment) of a university, university in the form 4.0 envisages the presence of
a large administrative and managerial staff and academic staff, which, however, could be
temporary. Thus, human intellect cannot be fully replaced by AI in the system of science and
education, but it will be partially replaced by AI in the years to come.
Thus, as a result of the research, a concept of science and education in the form 4.0 has been
developed. Its uniqueness is that unlike the concept of digital science and education, it
562 envisages foundation not only on digital technologies but also on the leading, end-to-end
technologies of Industry 4.0. Digital science and education envisage the development of remote
education and usage of computers and Internet in the research and educational processes.
Science and education in the form 4.0 are a step into the future, which envisages implementing
progressive technologies – the IoT and AI – into the research and educational processes.

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Corresponding author
Konstantin V. Vodenko can be contacted at: vodenkok@mail.ru

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