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The purpose of this paper is to measure individual intellectual capital (IC) of academic staff as well as to test its impact on the employability readiness of future graduates and the reduction of the discrepancy between competencies developed and grades obtained with the help of two indicators, i.e. intellectual capital indicator (ICI) and employability readiness indicator (ERI). While ICI measures the level of a teacher’s competencies to be transmitted in the education process, ERI measures the level of a student’s competencies developed after completing relevant courses.

This is an empirical research carried out in the form of a case study. Regression model is applied to find the influence of ICI on ERI. The minimisation problem is set with relevant constraints to decrease the discrepancy between ERI and traditional grade point average (GPA).

The data were collected at one Kazakh university and from experts from academia and industry by means of documentary analysis, specialised tests and structured interviews. The direct impact of ICI on ERI is confirmed and the optimal level of ICI that permits an effective decrease in the discrepancy between ERI and GPA is identified.

A longitudinal study covering more programmes is necessary to draw conclusions concerning causality. The application of ICI as a university’s management tool is shown.

The novelty of this study lies in providing a consistent and simple approach for calculating a teacher’s IC and its impact on a student’s employability readiness.

The purpose of this paper is to examine factors that can contribute to minimising a discrepancy between a traditional grade point average and a newly introduced employability readiness indicator, aiming to increase the efficiency of universities in producing employable graduates. While grade point average integrates grades for courses completed, employability readiness indicator indicates the level of competencies developed in these courses.

The data were collected for two bachelor programmes at Narxoz University by means of a structured interview, a structured observation and a specialised test. Various statistical and regression analyses were applied to determine properties of grade point average and employability readiness indicator as well as factors affecting them by setting and solving the problem of minimising the discrepancy using Bloom’s taxonomy as a framework.

The minimisation problem appears to have had multiple optimal solutions that significantly decrease the discrepancy on account of factors from thinking levels 3-4 (apply and analyse). To further eliminate this discrepancy, it is reasonable to focus on factors from thinking levels 5-6 (evaluate and create).

Due to its consistency and simplicity, this approach can be applied at any university allowing national and international comparison of educational quality. A longitudinal study covering more programmes is necessary to draw conclusions concerning causality.

The novelty of this study lies in illustrating how the education process can be related to competency development and how critical factors of competency transmission can be identified.