bThis paper seeks to advance the understanding of the corporate university phenomenon by addressing the role that a corporate university plays in coordinating the flows of organisational knowledge. Drawing on the longitudinal in-depth case study of Severstal Corporate University, we illustrate how a corporate university contributes to dynamic knowledge management in the company by serving as a coordinator of its knowledge flows. The study provides evidence of how a corporate university -by performing three different knowledge-coordinating rolesoperates as a corporate function to support evolving business strategies during different periods of organisational development. The findings suggest the following roles of a corporate university are related to the coordination of knowledge flows: knowledge-harmonising, knowledge-disseminating, and knowledge-centralising. As a result of the study, a corporate university appears as a dynamic concept with development stages that can be explained from a teleological rather than life cycle perspective. That is, a corporate university's development is driven by its changing purpose and goals that are constructed and reconstructed according to the evolving knowledge needs of its parent company.

The purpose of this conceptual paper is to contribute to the understanding of the coordination of knowledge flows -an important theme for organizational performance. In this article, we identify, describe and compare two perspectives on coordination of knowledge flows: the "knowledge-enabling" and the "control" perspective. The "knowledge-enabling" perspective presents a design view on coordination of knowledge flows where coordination is essentially facilitated by the mechanism of organizational structure. The "control" perspective provides a management accounting view of coordination of knowledge flows that are visualized and managed through accounting and reporting practices. The main contribution of 2 this study is an analysis of the existing literature in the respective area and enhanced conceptual understanding of the coordination of knowledge flows of importance both for theory and practice.

The purpose of this study is to gain an insight about the users' preferences for intellectual capital disclosure (ICD) in the higher education institutions (HEIs) in Norway. This question is addressed by making an inquiry into the ICD preferences and information needs of the two groups of stakeholders: university employees and students. The ICD in the context of the universities has recently gained more attention of researchers. New institutional and political requirements combined with the increased competition in the sector, challenge HEIs to improve effectiveness, efficiency, and transparency in order to gain reputation, legitimacy, and funding. This chapter contributes to the literature on how HEIs can identify, measure, and disclose their knowledge resources. The study revealed a relatively high level of IC importance for the HEIs' stakeholders in Norway. Particular interest was attributed to relational capital and student satisfaction.

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