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In recent years, the problems of diverse transport mode development policy, travel price, duration and quality have been solved by a wide range of international scientists and researchers (Kandt, Rode, Hoffman, Graff, & Smith, 2015; Seelhorst & Liu, 2015; Woo, Cheng, Li, Chiu, Ho, & Horowitz, 2015; Kirschstein & Meisel, 2015; Guo, Yu, Chen, & Zhang, 2011). The choice of a particular mode of transport as an alternative to another one is subjective and usually based on an individual passenger’s approach to the evaluation of advantages and disadvantages of some particular means of transport (Sivilevičius & Maskeliūnaitė, 2018).A transport system is a system created for transporting large numbers of passengers at the low price of investment. Passengers can usually choose a means of transport based on the criteria, which seem to be important for them.

As for creating values in society intellectual capital is as inevitable as money and physical capital. According to Edvinsson and Malone (1997), intellectual capital can be defined as intangible assets, which are not explicitly stated in the company´s balance but even though they have a positive effect on the company´s efficiency. The division of elements of the intellectual capital varies across different literature particularly regarding its titles. The same categories are called differently by Edvinsson and Malone (1997), by Petty, Cuganesan, Finch and Ford (2009), by Fragouli (2015) and by others like Ozkan, Cakan and Kayacan (2017). For our purposes, we will use the division that was also used by Ozkan, Cakan, and Kayacan (2017) and according to which intellectual capital consists of these three elements: structural, relational and human capital.

Enterprise Resource Planning (ERP) systems are enterprise-wide information systems that integrate and control the complete range of processes and functions, in order to provide a holistic view of the business from a single information and information technology (IT) architecture (Klaus, Rosemann, & Gable, 2000), enabling organizations to manage efficient and effective use of their resources by using a complete, integrated, packaged software solution and a common central database for the organization’s information-processing needs (Al-Fawaz, Eldabi, & Naseer, 2010). By adopting an ERP system, organizations are looking for a better use of their own resources in order to raise their own efficiency, which can be jeopardized by high costs associated with ERP implementation, staff training, as well as maintaining and aligning the system with the needs of the organization (Jáčová, Brabec, & Horák, 2013).

Managers often have to face kinds of decision-making problems in which a suitable investment alternative has to be evaluated and selected (Zhou et al., 2019; Yan et al., 2017; Rostamzadeh et al., 2017). Such a choice maybe related, for instance, to the technology choose for product development or machine selection for a manufacturing process (Frank et al., 2013). This kind of investment alternatives can be considered a multiple attribute decisionmaking (MADM) problem as it involves a variety of attributes that should be taken into account from finite feasible schemes based on the assessment information provided by decision makers. Due to the uncertain objects and ambiguous human thinking, sometimes it is impossible for decision makers to give all the evaluation values of attributes by exact numbers. The definition of fuzzy set is firstly introduced by Zadeh (1965) to address the uncertainty and ambiguity, which has been widely used in various domains.

Knowledge is certainly one of the most important assets possessed both by individuals and by societies. In (substantial) part of the World, knowledge of individuals is obtained via a formal education in an educational system divided into subsequent several stages (usually pre-primary, primary, secondary, and tertiary education). Nowadays, populations’ costs of formal public education in the majority of countries constitute a significant portion of national wealth, often exceeding 5% of a gross domestic product. On average, World’s education costs reached 4.7% of the World’s GDP in 2013, according to the World Bank (2017). The costs of private education and especially the costs of tertiary education at the top universities in the USA, Canada, UK, or China are also considerably high.