The corporate university landscape in Germany

Andresen, Maike; Lichtenberger, Bianka

doi:10.1108/13665620710728484

Cited by 25 publications

(17 citation statements)

References 5 publications

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“…Some of the elements that make up the two major concepts are focused on training and development; and, investing continuously to improve the human capital of the organization. This is consistent with the theory of human capital, which connects investments as key assets of the organization, employees, improved productivity, and sustainable competitive advantage [1]; [7]; [8].…”

Section: Introductionsupporting

confidence: 89%

“…In human resources literature, new trend in human resources training and development describes the corporate university [1]. According to the official statistics in USA more than 1,800 corporate universities are now in existence; 40 percent of the fortune 500 companies have implemented a corporate university [2] In Indonesia the label "corporate university" first appeared in 2012.…”

Section: Introductionmentioning

confidence: 99%

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The Corporate University Landscape in Indonesia

Ayuningtias¹,

Nurbaiti²,

Anggadwita³

et al. 2016

Proceedings of the 3rd International Seminar and Conference on Learning Organization (Isclo-15)

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Corporate university phenomenon is not new; General Motors began the GM institute in 1927. After that corporate university grew quickly until 1900s when the number of corporate universities increased to 1800. Today, it is reported that there are 2400 corporate universities. Some 40% of Fortune 500 companies already have a corporate university. Corporate University is a name given to the virtual engine that acts as an umbrella, bringing together all the existing training and development units within the corporation to ensure the effective and efficient deployment of all organizational learning initiatives as a strategic and operational enabler. Corporate University should link learning to organization performance. This paper presents an overview landscape of corporate university in Indonesia. Several multinational companies such as PT Telkom Indonesia, PT Pertamina, and PT PLN have implemented corporate university, share their experience in setting up the Corporate University, and how corporate university helps to energize the organization performance. The purpose of this study is to try to explain the contribution and understand the concept of corporate university and to describe the reasons that it is important for corporate university to develop in Indonesia. This paper develops the conceptual model by summarizing existing theories and comparing the different models of corporate university in several multinational companies.

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Section: Introductionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The Corporate University Landscape in Indonesia

Ayuningtias¹,

Nurbaiti²,

Anggadwita³

et al. 2016

Proceedings of the 3rd International Seminar and Conference on Learning Organization (Isclo-15)

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show abstract

“…sometimes awards academic degrees or certificates; as stated by Andresen and Lichtenberger (2007) regarding the CU in Germany: ‘a part from company‐specific programmes, the vast majority of German CUs co‐operates with institutions of higher education. They offer programmes that are equivalent or identical to university or business school education and in general are designed and/or delivered by accredited institutions of higher education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In fact, there are three main places where responsibility for a CU resides: a chief executives's office, a human resource office, and a business unit’ (p. 45); highlights the innovation pursued through partnerships with universities, business schools and public and private research centres: ‘in the context of the CU, facilitating the development of networks and partnerships with world‐class learning partners in order to deliver learning interventions within the organisation is crucial’ (Prince & Stewart, 2002, p. 806); supplies its own training, development and knowledge management services with extensive use made of information and communication technologies (Macpherson et al ., 2005); as Prince and Beaver (2001) stated: ‘a world‐class CU is likely to be involved in the development and ongoing support of Intranets and knowledge management databases. Ensuring that individual learning is captured and made available as a resource for the benefit of the whole organization is likely to be a central function of a world‐class CU’ (p. 193); sometimes awards academic degrees or certificates; as stated by Andresen and Lichtenberger (2007) regarding the CU in Germany: ‘a part from company‐specific programmes, the vast majority of German CUs co‐operates with institutions of higher education. They offer programmes that are equivalent or identical to university or business school education and in general are designed and/or delivered by accredited institutions of higher education.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Training evaluation in Italian corporate universities: a stakeholder‐based analysis

Bartezzaghi

Solari

2010

Int J Training Development

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Corporate universities have emerged as a mechanism for providing companies with a wide variety of training and development activities. They are a recent but under-researched phenomenon, and given their substantial budgets, it might be expected that they would wish to evaluate what they do. The authors explore the evaluation practices of six Italian corporate universities, paying particular attention to the means by which these practices are tailored to the needs of the various stakeholders. Stakeholder-based evaluation provides the theoretical framework for the study.The literature suggests that much evaluation of training focuses on a single stakeholder, the shareholder, and that practice draws heavily on Kirkpatrick's hierarchical model. In the context of the corporate university, however, the authors find that multi-stakeholder evaluation is used in practice. Moreover, various aspects of corporate university performance were evaluated, and data were supplied to stakeholders depending on the nature of their involvement. Stakeholder-based evaluation is argued to be a useful framework where there are a number of stakeholders, but training evaluation models other than the hierarchical one are needed if all relevant training factors are to be evaluated. The implications for research and practice are discussed.

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“…12;2017 El Tannir (2002) defines CU as "a function or a department that develops the skills for employees, and integrates them into the strategic orientation of the corporation with strong emphasis on leadership and improved work-related performance" (p.77). To reach these goals, CUs have to incorporate several complex roles, being a change management catalyst, a leadership development agent, and a business development instrument (Andresen & Irmer, 1999).…”

Section: Distinctive Features Of Cus: a Conceptual Frameworkmentioning

confidence: 99%

Corporate Universities’ Configuration in the Italian Context: An Exploratory Study

Sammarra¹,

Mormino²,

Innocenti³

et al. 2017

IJBM

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The popularity of Corporate Universities (CUs) has grown considerably over the last decades, gaining both scholars and practitioners' interest. This exploratory study contributes to the CU-related research field adding empirical evidence to the scant literature that examines how the CU configuration is operationalized in the Italian context. Our findings reveal that different features exist with varied prominence among the selected CUs, revealing a great heterogeneity that cannot be explained uniquely by their stage of life cycle. Nevertheless, it is worth noting some common features across the selected cases. First of all, these CUs devote most of their activities exclusively or prominently to their internal audiences. Moreover, although they have relationships with universities and business schools, the level of involvement of external partners is still modest. Together these two aspects denote a low level of openness of these entities that may be explained by institutional and cultural factors characterizing the Italian context.

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The corporate university landscape in Germany

Cited by 25 publications

References 5 publications

The Corporate University Landscape in Indonesia

The Corporate University Landscape in Indonesia

Training evaluation in Italian corporate universities: a stakeholder‐based analysis

Corporate Universities’ Configuration in the Italian Context: An Exploratory Study

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