Developing a Robust Model of the Virtual Corporate University

Abstract

The corporate virtual university model outlined in this paper embraces the workplace learning paradigm, but not in an exclusive sense. It seeks to understand the roles of academic and professional institutions as external forces in developing rigorous models of virtual corporate universities that meet the learning needs of individuals and organizations. This approach is enhanced by our ability to support knowledge creation and disseminate knowledge using electronic communications infrastructure.

Innovazione tecnologica e cambiamento dell'università

“…I tre piani identificano altrettante articolazioni di un sistema definito non tanto dalla struttura dell'organizzazione che si fa carico dell'attività didattica e delle conseguenti attività di contorno, quanto dalle relazioni tra gli elementi del sistema stesso. Sandelands (1998), citando tra le altre cose esperienze di Università Virtuali nate come supporto alle attività formative delle aziende, come la University for Industry inglese, cerca proprio di individuare le caratteristiche delle interazioni in atto tra le varie componenti attive nel processo educativo, per arrivare a disegnare lo spazio virtuale di apprendimento come una sorta di diagramma, i cui elementi principali sono da un lato gli attori, dall'altro le risorse con cui essi interagiscono, dall'altro ancora lo scenario in cui le interazioni si attuano. Le componenti fondamentali del sistema sono riconducibili a due insiemi dinamicamente in relazione.…”

“…Ecco come si può rappresentare un modello di Università Virtuale che anziché evidenziare metaforicamente degli spazi simbolici che corrispondono alla struttura di un'organizzazione mette in primo piano le relazioni tra i soggetti coinvolti e le aree di interazione tra i soggetti: i corsi veri e propri (courseware), le risorse e le conoscenze condivise (knowledge base), la comunità (community). Lo schema è rielaborato partendo da Sandelands (1998).…”

Technological innovation and change in the university

“…The three floors correspond to the divisions in a system defined, not so much by the structure of the organisation responsible for the didactic activity and the related activities, as by the relations between the elements of the system itself. Sandelands (1998), citing among other things experiences of Virtual Universities launched to support corporate training activities, such as the English University for Industry, attempts to identify the characteristics of the interaction in progress between the various active components in the educational process. He comes to project the virtual learning space as a sort of diagram, the principal elements of which are, on one side the protagonists, on another the resources with which they interact, on yet another the context in which the interactions take place.…”

“…This is a way of representing a model of the Virtual University which, instead of metaphorically indicating the symbolic spaces that correspond to the structure of an organisation, focuses instead on the relationships between the individuals involved and the areas of interaction between individuals: the courseware, the resources and the knowledge base, the community. The diagram is based on that of Sandelands (1998) parison, whether declared or not, is to verify the results obtained and, above all, to point up the requirements and demands on the basis of which the educational offer will be constructed (or corrected) and the shared resources will be identified and produced.…”

Νέες Τεχνολογίες Στην Ενδοεπιχειρησιακή Εκπαίδευση

“…Πολλά πανεπιστήµια επεκτείνονται εκµεταλλευόµενα τις δυνατότητες που παρέχουν οι νέες τεχνολογίες της πληροφορικής και των επικοινωνιών, αυξάνουν τα περιθώρια πρόσβασης στα ισχύοντα προγράµµατα, σχεδιάζουν νέα προγράµµατα τα οποία να εκµεταλλεύονται αυτές τις αναδυόµενες τεχνολογίες αλλά και επιστρατεύουν τεχνικές µάρκετινγκ για να προσεγγίσουν µεγαλύτερες αγορές (Hanna, 1998). Πολλές ιδιωτικές επιχειρήσεις επιχειρούν να δώσουν ουσιαστικές λύσεις στο εκπαιδευτικό ζήτηµα που αντιµετωπίζουν είτε αναπτύσσοντας νέα εκπαιδευτικά ιδρύµατα (σαν τµήµατα της επιχείρησης), είτε συνάπτοντας συνεργασίες µε πανεπιστήµια (Hanna, 1998;Sandelands, 1998 (Coulson, 2000;Despres, 1999;Liebowitz, 1999;Nissen et al, 2000;Tiwana, 1999 • Κοινωνικοποίηση (socialization) µεταφορά υπονοούµενης γνώσης από ένα άτοµο σε ένα άλλο.…”