Corporate university edification in knowledge society

Abstract

In recent years the number and visibility of training and development initiatives within multinational corporations have increased, yet empirical analyses of corporate universities remain rare. In this paper, through existing literature survey and contextual analysis, an attempt is made to understand role of corporate universities edification in knowledge society. In 40 years, the learning and development function within corporations based in the USA, Japan and Europe has become increasingly mission-critical, sophisticated and centralised. This trend is now accelerating in the rest of Asia and the Middle East. Corporations such as Infosys in India, Huawei in China, Singapore Airlines in Singapore and Etisalat in the United Arab Emirates have wellestablished corporate universities. Corporate university initiatives are located within the organisational world that has generated them, and in particular recent managerial discourses of human resource management, knowledge management and the 'learning organisation'. Lastly, corporate universities' potential future is also debated upon.

The knowledge management functions of corporate university and their evolution: case studies of two Chinese corporate universities

“…Some literatures show that corporate universities are corporate knowledge management institutions (Shaw, 2010;Scarso et al, 2017). More and more scholars begin to attach importance to the knowledge management functions of corporate universities (Baporikar, 2014;Slettli, 2017). Scholars have studied the functions of corporate universities from different perspectives, such as human resources management, strategic management and knowledge management (Clarke and Hermens, 2001;Wang et al, 2010;Abel and Li, 2012;Alagaraja and Li, 2015).…”

“…Some scholars pay attention to the knowledge transfer function of corporate universities (Doody, 2001;Tsipes et al, 2016), while others focused on the knowledge creation function of corporate universities Dealtry, 2006). The extant research on the knowledge management functions of corporate universities only studied a single knowledge management function from a certain perspective (Andresen and Lichtenberger, 2007;Baporikar, 2014). As only one dimension of the knowledge management function is tackled in the extant research, they cannot demonstrate the interactions among the knowledge management functions of corporate universities.…”

“…Stewart and Walton (2005) noted that the functions of corporate universities are dynamic. However, extant studies looked at the knowledge management functions of corporate universities from a static perspective (Baporikar, 2014;Scarso et al, 2017). To our knowledge, no research has explored the dynamic change of the knowledge management functions of corporate universities.…”

Universidades Corporativas e o ensino para a sustentabilidade

“…Diversas estratégias de aprendizagem são empregadas pelas UCs. Muitas delas são utilizadas desde os primórdios do T&D. Outras surgiram conforme a evolução da aprendizagem organizacional (BAPORIKAR, 2014;MOSCARDINI;KLEIN, 2015;CARMELLO, 2015). Pode-se citar como exemplos: autoinstrução, aulas expositivas, debates, aprendizagem baseada em problemas, estudos de caso, dramatização, workshops, benchmark, job rotation, participação em projetos, jogos, comunidades de prática, coaching, mentoring (MOSCARDINI; KLEIN, 2015).…”

“…Programas de mestrado e doutorado também podem ser incluídos com o objetivo de formar profissionais focados em pesquisas e processos de inovação (RYAN, 2009). Baporikar (2014) destaca a importância destas parcerias, uma vez que as UTs podem prover às UCs estruturas didáticas adequadas, professores capacitados para o desenvolvimento e atualização de modelos, e metodologias modernas, tanto de gestão como de aspectos técnicos. Por sua vez, as UTs percebem neste relacionamento com as UCs, a possibilidade de ter uma fonte de recursos financeiros.…”