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Corporate Universities (corporate + university)
Selected AbstractsMeasurement and evaluation in corporate universitiesNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 124 2004Mark Allen Corporate universities have developed a variety of useful and creative methods for mission-specific evaluation. [source] The utilization of training program evaluation in corporate universitiesHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 4 2004Christopher F. Bober This study examined the use of training program evaluation results in corporate universities. Specifically, the study attempted to determine which organizational members use evaluation data, and for what purposes, and identify the factors that are related to the use of evaluation results. The study was designed to test the appropriateness of the Cousins and Leithwood (1986) meta-analytic conceptual framework for evaluation utilization. A case study approach was used to collect qualitative data at four corporate universities in the United States. On-site interviews with key personnel and in-depth document review of applicable training program evaluation information were conducted. Results showed a high degree of consensus on evaluation uses and users. Seven of the twelve factors from the Cousins and Leithwood framework were found at all four sites to influence utilization. The findings indicate that factors identified as being influential to evaluation utilization related to implementation dominated over factors related to uses for decision/policy setting. [source] Invited reaction: The utilization of training program evaluation in corporate universitiesHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 4 2004Rosalie T. Torres This reaction piece briefly reviews the findings from the Bober and Bartlett study of training evaluation use in corporate universities. It then focuses on the importance of context in understanding and facilitating evaluation use. The author suggests an alternative interpretation of particular findings based on a deeper consideration of the evaluation context in the settings studied. Additional suggestions for considering context are to identify the role of evaluation in organizational decision-making processes and identify the how and why of less prevalent uses of evaluation at particular sites. The piece concludes with a discussion of the purposes that the Bober and Bartlett study serve (their detailed accounts of the evaluation use literature and their methodology, and findings about instrumental uses of training evaluation), as well as a call for empirical studies investigating how evaluation use can best facilitate organizational learning. [source] Measurement and evaluation in corporate universitiesNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 124 2004Mark Allen Corporate universities have developed a variety of useful and creative methods for mission-specific evaluation. [source] Re-imagining Relevance: A Response to Starkey and MadanBRITISH JOURNAL OF MANAGEMENT, Issue 2001Christopher Grey Starkey and Madan (2001) propose that changing conditions of knowledge production mean that business schools face an increasing relevance gap which, if they do not respond, will be filled by management consultants and corporate universities. In this response, I question the core assumptions of their analysis, suggesting that they misunderstand both the historical role and present practices of universities and business schools. In particular they fail to understand the complexities of knowledge production, its relationship to practice and the importance of ,independence' which is the unique contribution that universities make to society. I argue that their proposal to bridge the relevance gap would, if adopted, have the effect of leaving business schools with no defensible social role. Thus, ironically, their ,solution' to the challenges facing business schools would in fact exacerbate the problems they currently face. [source] Ilim Pulp, blending former Russian state enterprises, creates a corporate university to change culture, become an industry leaderGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 5 2010Marina O. Latuha This article describes the establishment of a corporate university in a Russian company. Following the economic restructuring of the country, training and personnel development became vital ingredients in the company's long-term strategy. In these turbulent conditions, the company realized that it needed to have the training and personnel development characterized by continuity on the one hand and revolutionary changes in organizational culture on the other. If this could be achieved, it would encourage entrepreneurship, innovation, and change in the internal processes of the organization. The case describes the stages, programs, and basic components of the corporate university model. It not only illustrates the basic issues in the application of corporate training theory, but also analyzes the risks and problems for the company in the project's realization. The article concludes with a description of how the corporate university developed after its initiation, and some conclusions about the overall success of the project. © 2010 Wiley Periodicals, Inc. [source] A case example of assessment and evaluation: Building capability in a corporate universityPERFORMANCE IMPROVEMENT, Issue 6 2009Shawn Overcast One corporate university makes measurement a priority by dedicating resources and assigning responsibilities to a centralized analytics function: the assessment, measurement, and evaluation team. As more measurement became a focus for learning and business leaders alike, the more the team became motivated to take a critical look at how it was approaching assessment, measurement, and evaluation activities and how it could leverage its capabilities, technology, and processes to have a greater reach across the organization. [source] | ||||||||||